Understanding by Design Day 1

1. Understanding by DesignDay 1 Secondary Science Training

2. Ground Rules

3. Desired Outcomes • Awareness of the UbD philosophy and framework. • Awareness of science teaching philosophy and beliefs. • Development of a UbD unit • Development of Big Ideas and Essential Questions.

4. How do students learn science? • What does good science teaching look like?

5. Facts or Critical Thinking Skills?What NAEP Results Say • Read the 1st two paragraphs • Turn to a partner and talk • What was the main idea of the article? • What are the implications for what we do in our classroom?

6. What is UbD? • Backwards design model • Follows the research in NAEP report to improve student performance • Based on teaching for understanding rather then memorization

7. We Learn About… • 10% of what we READ • 20% of what we HEAR • 30% of what we SEE • 50% of what we both SEE & HEAR • 70% of what we DISCUSS • 80% of what we EXPERIENCE • 95% of what we TEACH

8. Understanding vs. Knowing • Understanding is a mental construct, an abstraction made by the human mind to make sense of many distinct pieces of knowledge. • Understanding is the ability to connect knowledge/facts. Person is able to relate individual knowledge/facts. • Understanding is about transfer.

9. Understanding vs. Knowledge Knowledge • Facts • Group of related facts • Verifiable claims • Right or wrong • I know something to be true • I respond on cue with what I know Understanding • The meaning of facts • The “theory” that provides coherence and meaning to those facts • Fallible, in-process theories • A matter of degree or sophistication • I understand why it is, what makes it knowledge • I judge when to and when not to use what I know

10. Understanding Pieces of a puzzle • Tile analogy. • Tiles represent facts • Understanding is the pattern of many tiles

11. What are Big Ideas? • A linchpin that is essential for “holding together” related content knowledge. • Central to coherent connections in a subject and an anchor for making facts understandable and useful.

12. What are Big Ideas for? • Connect the dots for the learner by establishing learning priorities. • Without Big Ideas, students are easily left with forgettable fragments of knowledge. • Provides: • Conceptual “lens” for area of study • Breadth of meaning by connecting and organizing facts • A focus on the heart of the subject • Ability to transfer knowledge/facts

13. Features of a Big Idea • Enables learner to make connections between prior and future knowledge • Helps to connect facts and knowledge • Focuses instruction to a level that allows for connective instruction • “Not just another fact or vague abstraction but a conceptual tool for sharpening thinking, connecting discrepant pieces of knowledge, and equipping learners for transferable applications.”

14. Worth being familiar with Important to know and do Big Ideas and Enduring Understandings Kernel of Understanding

15. Big Idea Levels: • There can be several levels of Big Ideas based on its purpose: • Area • Course • Unit • Lesson • Big Idea should be at or near the appropriate level for its purpose.

16. Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Unit Big Idea Levels: Area Course Course Course Course Unit Unit Unit

17. Big Idea Levels: • Area • Course • Unit • Life Science • Human Anatomy • Respiration • Interdependence • Human Systems • Respiration System – Oxygen/carbon

18. Big Idea Unit Examples: • A balanced diet contributes to physical and mental health. • Ecosystems have limited resources to sustain a balanced population. • Novelist often use fiction to provide insights about human experience. • Statistics can be manipulated to obscure the truth.

19. Big Idea Activity • Building Consensus • In mixed groups, look at each of the eight science standards. • Create Big Ideas for each of the standards. • The standards are K-12.

20. STAGE 1 • Targets • Big Ideas • Essential Questions • Skills • Content

21. TargetsWhere are we going? • “Form follows function…We must be able to state with clarity what the student should understand and be able to do as a result of any plan and irrespective of any constraints we face.” • “If you don’t know where you’re going, any road will get you there.” • “Too many teachers focus on the teaching and not the learning. They spend most of their time thinking, first about what they will do rather then first considering what the learner will need in order to accomplish their learning goals.”

22. Targets • Standards • Benchmarks • Benchmark maps

23. Big Ideas • Useful in clustering benchmarks • Can be derived from Course-level Big Ideas • Helps to keep focus on the purpose of the instruction

24. Essential Questions • EQ is a way to connect content/facts in an engaging and thought provoking way. • Centered on the Big Ideas • Allows students to apply their skills while addressing the Big Ideas

25. Good Essential Questions… • Spark meaningful connections to prior knowledge and current content. • Allows students to “uncover” the real riches of a topic. • Highlight the Big Ideas • Serve as doorways through which learners explore the key concepts.

26. Essential QuestionsExamples: • In what ways is algebra real and in what ways is it unreal? • Must heroes be flawless? • What are the strengths and limits of the Big Bang theory? • How are form and function related in Biology?

27. Skills and Content • Identify specific Skills and knowledge that the students will learn and use in the unit. • Be specific: What will students know and be able to do? • Benchmark deconstruction

28. Stage 1 Alignment • Benchmark • Label each Big Idea and Essential Question with the benchmark that it addresses. • For example: • Big Idea: Energy flows though the environment 7.3.1 • Essential Question: How are the biotic and abiotic factors on the environment related? 7.3.1

29. Questions? • Complete UbD Frayer Organizer