Understanding by Design: Next steps

Understanding by Design: Next steps
Tom Rye Donna Herold ASCD Faculty 2010 Understanding by Design Training, Allen Parish

Think of a successful learning experience
Think of a successful learning experience. Identify three characteristics that made it successful: 1. 2. 3. T

Our Outcomes Explore backward design principles and common misunderstandings about design; Identify desired results for unit of study and draft a complete unit to include an assessment and learning plan; Review unit of study applying design standards Strategize about how to collaboratively develop multiple units, courses, and programs as you move forward D ASCD Allen Parish 2010; Rye and Herold

Tasks: Design a unit for a period of instruction between 1-6 weeks.
Review units by applying design standards and offering feedback to improve design. Explore what an Understanding by Design classroom looks like. D ASCD Allen Parish 2010; Rye and Herold

Essential Questions: Why Understanding by Design? Why 21st Century Skills? What strategies are there for evaluating and revising existing UbD units? What is a performance task? To what extent can we truly implement a performance task into every unit of instruction? How can we assess/grade performance tasks reliably and practically? What does a UbD classroom actually look like? How do we continue to move forward professionally? D

Why are we here? What do you want your students to remember about your class ten, twenty years from now? D ASCD Allen Parish 2010; Rye and Herold

What is Understanding? Understanding Understanding
Big ideas make meaning of the learning and permit transfer Transfer is the key evidence of understanding (or lack of it) Good design best done “backward” from the desired understanding Given the understanding we seek, we ask: what follows for assessment and for student learning? d ASCD Allen Parish 2010; Rye and Herold

Designing for understanding:
“Understanding is never a passive possession of information or mere automaticity of skill, but the capacity to act wisely, decisively and effectively.” -- Schooling by Design (2007) D ASCD Allen Parish 2010; Rye and Herold

What is ‘understanding’? - really ‘getting it’?
9 What does understanding as a goal require of - ‘Designs’ - our planning? Learning and teaching activities? Assessment and feedback to learners? How do we achieve understanding by design vs. ‘good fortune’? D ASCD Allen Parish 2010; Rye and Herold

Three stages of backward design
10 Three stages of backward design 1. Identify desired results 2. Determine acceptable evidence T 3. Plan learning experiences & instruction ASCD Allen Parish 2010; Rye and Herold 10

11 Three stages of backward design What should students be able to DO with their learning? 2. What IS valid evidence of ability to meet the long-term transfer goal? 3. What learning experiences & instruction do students need to get there? ASCD Allen Parish 2010; Rye and Herold 11

Typically: Identify content to be acquired
12 Typically: Identify content to be acquired Without checking for alignment 2. Brainstorm lessons to teach the content 3. Create an assessment to judge if students learned the content ASCD Allen Parish 2010; Rye and Herold 12

Knowledge and skill to be acquired
UbD design template Unit Template Overarching understandings Knowledge and skill to be acquired Essential Questions ASCD Allen Parish 2010; Rye and Herold

1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction ASCD Allen Parish 2010; Rye and Herold

Stage 1:Desired results
Established Goals Excerpted from program level documents Demonstrates how unit will embody system expectations Enduring Understanding(s): Essential Question(s): Inquiry students pursue to earn insights and develop proficiency Insights students earn that will transfer to new learning TDesired results embody local/state/national requirements, not just align with them. Goals (both technical proficiency and wisdom) are guaranteed for all learners, but the route to achieve those goals is differentiated. If you value the desired result, it must be measured. Students will know and be able to do: Content priorities for the unit / course / subject Students will be accountable to demonstrate in their work Key vocabulary concepts ASCD Allen Parish 2010; Rye and Herold

What the research says “Research on expertise suggests that a superficial coverage of many topics in the domain may be a poor way to help students develop the competencies that will prepare them for future learning and work.” -- Bransford, How People Learn D ASCD Allen Parish 2010; Rye and Herold

From the Agriculture Age
to the Conceptual Age Affluence, Technology, Globalization Conceptual Age (creators and empathizers) Information Age (knowledge worker) Industrial Age (factory workers) D Agricultural Age (farmers) 21st century 18th century 19th century 20th century ASCD Allen Parish 2010; Rye and Herold

self-directed workers?
Are we developing. . . communicators . . . leaders . . . creators . . . critical thinkers . . . self-directed workers? ASCD Allen Parish 2010; Rye and Herold

Really Ready to Work? 2006 study
• Mirroring the fast pace of globalization, 63.3 percent of employers say a foreign language is the most important basic skill students will need. • Critical thinking and creativity/innovation, two key drivers of a knowledge economy, are expected to increase substantially in importance. (77.8 percent for critical thinking and 73.6 percent for creativity/innovation) • Over three-quarters of respondents report that making appropriate choices concerning health and wellness is the No. 1 emerging content area, reflecting the growing challenge of rising health care costs. (76.1 percent) • Two and four-year college graduates will be hired in increasingly larger numbers than high school graduates, making it imperative for young people to seek higher education. (27.7 percent of employers project a reduction in high school graduate hires, 58.8 percent project an increase in four-year college hires, 49.5 percent project an increase in two-year college hires) ASCD Allen Parish 2010; Rye and Herold

Partnership for 21st Century Core Themes and skills
Global Awareness Financial, economic, business, and entrepreneurial literacy Civic literacy, Health and environmental literacy SKILLS: Creativity and Innovation Information, Media, and Technology Skills Life and Career Skills Chart—Goal setting-- So: Creative-- Daring --Collaborative –Caring-- Self-Directed Kids—that’s the goal— Member organizations include: Adobe Systems, Inc., American Association of School Librarians, Apple, ASCD, Blackboard, Inc., Cable in the Classroom, Crayola, Cisco Systems, Inc., Dell, Inc., EF Education, Education Networks of America, Educational Testing Service, Gale, Cengage Learning, Hewlett Packard, Houghton Mifflin Harcourt, Intel Corporation, JA Worldwide, K12, KnowledgeWorks Foundation, LEGO Group, Lenovo, Learning Point Associates, Leadership and Learning Center, McGraw-Hill, Measured Progress, Microsoft Corporation, National Education Association, National Academy Foundation, Nellie Mae Education Foundation, netTrekker, Oracle Education Foundation, Pearson, Project Management Institute Educational Foundation, Quarasan!, Scholastic Education, Sesame Workshop, Sun Microsystems, Inc., The Walt Disney Company, and Verizon ASCD Allen Parish 2010; Rye and Herold 20

21st Century skills / themes checklist

Design Standards for Enduring Understandings
Big ideas at the heart of the discipline Requires “uncoverage” Lasting value beyond the classroom Measurable T ASCD Allen Parish 2010; Rye and Herold

Enduring Understandings
Establishing Priorities: From “Big Ideas” to Enduring Understandings Worth being familiar with Nice to know Foundational knowledge & skill Important to know & do “Big ideas” worth exploring and understanding in depth Big ideas & Enduring Understandings ASCD Allen Parish 2010; Rye and Herold 23 23

40-40-40 Nice to know “Big ideas” worth exploring and understanding
A timeline detailing the early history of the Internet Nice to know Foundational knowledge & skill How to evaluate the credibility of Internet sources “Big ideas” worth exploring and understanding in depth Emerging technologies have the power to change the way we understand our world ASCD Allen Parish 2010; Rye and Herold 24 24

Conflict creates change
Key protests of Civil Rights Movement Nice to know Foundational knowledge & skill Analyze effects of landmark U.S. Supreme Court decisions such as Brown v. Board of Education “Big ideas” worth exploring and understanding in depth Conflict creates change ASCD Allen Parish 2010; Rye and Herold 25 25

Enduring Understandings for 21st Century Skills
In pairs, write an enduring understanding derived from the 21st century skills/themes

Sample enduring understandings
Social Studies A union is only as strong as its citizens belief in it and each other. The government structure reflects the amount of faith the leaders have in its people. We have become more democratic over time. English Youth cannot always know what is right because of inexperience. You are judged by the rules you follow and the rules you break. ASCD Allen Parish 2010; Rye and Herold

Physical Education/Health Knowing the rules can create opportunities. A team is more than a collection of individuals. Risk-taking has both expected and unexpected consequences. ASCD Allen Parish 2010; Rye and Herold

Art The context in which a piece is created impacts the audience’s perception of the piece. Experience and opportunities provide inspiration for further pursuits. FACS Pursuing a career path requires structured long-term planning and willingness to deviate from those plans to take risks. You are judged by the rules you follow and the rules you break. ASCD Allen Parish 2010; Rye and Herold

Computers/Business Education A good planner knows why and when to make adjustments. Success and failures are measured in every area of business. Audience and purpose influence the choice, use and presentation of language. Satisfying a customer at any cost is not always good for business. ASCD Allen Parish 2010; Rye and Herold

31 Sample enduring understandings Environmental Science: Citizens have a responsibility to voice their opinions about important issues in articulate and educated ways. Environmental awareness and stewardship are crucial toward developing civic responsibility. Letter writing can be a powerful way to bring about change in the community. Mathematics: is a useful language for symbolically modeling and thus simplifying and analyzing our world. Math can give visualization to what cannot be seen. Probability models are useful tools for making decisions and predictions. ASCD Allen Parish 2010; Rye and Herold 31

Which of the following are enduring understandings?
Writing involves many elements. In a free-market economy, price is a function of supply and demand. DNA Students will understand how to compare and order fractions, decimals, percents, and numbers written in scientific notation. Students will understand that there are numbers, ways of representing numbers, relationships among numbers, and number systems. Thumbs up/down ASCD O Fallon SD ; Donna Herold 32

Be ready to share your understandings at 10:10
Task: Choose a unit for your work today Create two or three Enduring Understandings for your unit. Remember to incorporate 21st Century Skills and/or Themes D Be ready to share your understandings at 10:10

Enduring Understanding: Conflict creates change
Essential Question: To what extent did the conflicts of the Civil Rights movement create a platform for political change? ASCD Allen Parish 2010; Rye and Herold 34

Designing with Essential Questions
35 More question-based, problem-based, and challenge-based design: as opposed to content- based design Moving away from the textbook as syllabus: to the textbook as resource, in support of understanding-focused goals More like athletics, art: complex performances of transfer that require the inferences and the content ASCD Allen Parish 2010; Rye and Herold 35

Design Standards for Essential Questions
36 Design Standards for Essential Questions Align with enduring understandings Provoke genuine inquiry Encourage transfer ASCD Allen Parish 2010; Rye and Herold 36

Is this an Essential Question?
What are the elements of writing? How do you find the mean? To what extent can you lie with statistics? What are the causes of the Civil War? Why read old books? To what extent can we predict the future?

Sample essential questions
38 Sample essential questions Math How can you represent the same number in different ways? How can that help you? To what extent can you lie with statistics? What are the limits of this mathematical model? Physical Education What makes this technique work? When (and who) is it best for? What’s our strategy? How is it working? What adjustments do we need to make? How does the way I talk affect the other players? How do I get better at this? ASCD Allen Parish 2010; Rye and Herold

39 Sample essential questions Business and Applied Arts What’s the best tool/materials for the job? Is failure necessary for personal growth? What do existing models help me see? How does that influence my work? When should I follow an example? When do I go out on my own? ASCD Allen Parish 2010; Rye and Herold

40 Sample essential questions Language Arts What does a good listener do? What does a reader bring to a text? How do you write so other people can understand what you are trying to say? What makes a story work? What is the speaker trying to communicate? How does the delivery influence my response? How do I figure out meaning when I don’t understand all of the words? Science How do you know something is alive? Are we destined to become our parents? How is this system designed to handle change? ASCD Allen Parish 2010; Rye and Herold

41 Sample essential questions Social Studies What story do maps tell? What makes a community work? How do the stories we tell shape who we are? To what extent can one person change the world? Photograph How does a camera record a moment? How do I use technique to create a vision? What makes an image memorable? Dance Why does my mind need to know what my body is doing? ASCD Allen Parish 2010; Rye and Herold

42 Sample essential questions How do my words/actions impact myself/others? When does opportunity become innovation? When does innovation become a way of life? What is the pattern here? What does it help me see? How does a reader work to make meaning from a text? What am I focusing on as I’m working? How does that affect the quality of my work? ASCD Allen Parish 2010; Rye and Herold 42

How the big ideas hang together Sample from a teacher’s draft
Enduring Understandings Essential Questions Cultural voice / heritage A group’s identity is defined by a shared system of beliefs and practices. How does family influence who we are? Who we become? What makes a group powerful? What do we learn about a group/culture by the stories they tell? ASCD Allen Parish 2010; Rye and Herold

Moving from an enduring understanding to an essential question
44 Moving from an enduring understanding to an essential question Enduring Understanding: Draft Essential Question: D lead in t lead out ASCD Allen Parish 2010; Rye and Herold

ASCD Allen Parish 2010; Rye and Herold

Essential Questions vs. Good Questions
ASCD Allen Parish 2010; Rye and Herold

knowledge and skills . . .assist students in gaining understanding AND
in illustrating their understanding ASCD Allen Parish 2010; Rye and Herold

Content—Knowledge--Skills

ASCD Allen Parish 2010; Rye and Herold

Design Standards for Knowledge and Skills
What students should know Appropriate given the unit focus, assessments, and time allotted Succinctly stated What students should be able to do Choice of verb indicates performance expectation Designer’s choice whether to separate knowledge and skills ASCD Allen Parish 2010; Rye and Herold

Identifying key knowledge and skills
Given the targeted content standards and understandings, what will students need to know and be able to do? Knowledge: • __________________ Skills: • __________________ ASCD Allen Parish 2010; Rye and Herold

- vocabulary/ terminology - definitions - key factual information
Factual knowledge includes... - vocabulary/ terminology - definitions - key factual information - critical details - important events and people - sequence/timeline ASCD Allen Parish 2010; Rye and Herold

Skills includes... - basic skills - e.g., decoding, drawing
- communication skills - e.g., listening, speaking, writing - research/inquiry/ investigation skills - thinking skills - e.g., comparing, problem solving, decision making study skills - e.g., note taking interpersonal, group skills ASCD Allen Parish 2010; Rye and Herold

Your Task: Brainstorm Knowledge and Skills for your unit.

If a student ‘got it’--what could they do with it?
LUNCH! If a student ‘got it’--what could they do with it?

Self-assessment of Stage One: 4-3-2-1
The understandings are declarative statements that demand exploration. The essential questions engage students and guide them to understanding. Stage 1 truly centers on understanding. Knowledge and skills align with and are appropriate for the understandings. D If student shows me he understands—what K and S are needed? ASCD Allen Parish 2010; Rye and Herold

1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction ASCD Allen Parish 2010; Rye and Herold

Desired results for Stage 2
The purpose of assessment is to provide reliable and authentic evidence of understanding and transfer. Assessment not only measures student performance, it motivates it. If you value the desired result, learners deserve accessible opportunities to demonstrate learning. ASCD Allen Parish 2010; Rye and Herold

How would you measure for transfer?
Models impact and improve student understanding Society impacts the natural world in positive and negative ways What you want to communicate influences the way your present information How can I model and demonstrate remainders? Combinations are an essential tools for finding the number of possible ways events can occur. ASCD Allen Parish 2010; Rye and Herold

How to Assess Targets The photo album versus the snapshot. T
Weighing all the evidence (not just the smoking gun) We are the judge – we don’t convict someone of understanding until we see ALL the evidence Variety of evidence – learning styles, student interests, etc. 60

How to Assess Targets The photo album versus the snapshot.
Weighing all the evidence (not just the smoking gun) We are the judge – we don’t convict someone of understanding until we see ALL the evidence Variety of evidence – learning styles, student interests, etc. 61

Recognizing the limits of testing
62 Recognizing the limits of testing “Evaluation is a complex, multi-faceted process. Different tests provide different information, and no single test can give a complete picture of a student’s academic development. -- from CTB/McGraw-Hill Terra Nova Test Manual ASCD Allen Parish 2010; Rye and Herold 62

Stage 2: Assessment Plan
63 Stage 2: Assessment Plan Stage 2 - Assessment Evidence Transfer Task(s): Other Evidence: -All other forms of assessment Quizzes, tests, prompts, work samples Observations Student self-assessment Performance task Products / Performances Academic Prompts D ASCD Allen Parish 2010; Rye and Herold 63

Stage 2: Assessment Plan
64 Stage 2: Assessment Plan Stage 2 - Assessment Evidence Transfer Task(s): Other Evidence: Determine types of assessment Diagnostic Formative Summative Determine types of assessment (Formative) Summative ASCD Allen Parish 2010; Rye and Herold 64

Enduring Understandings
Traditional quizzes & tests Paper/pencil Selected-response Constructed response Worth being familiar with Nice to know Foundational knowledge & skill Important to know & do “Big ideas” worth exploring and understanding in depth Big ideas & Enduring Understandings Performance tasks & projects Complex Open ended Authentic ASCD Allen Parish 2010; Rye and Herold 65 65

Key research findings Preparing Teachers for a Changing World
“Authentic tasks increase student motivation to learn.” — Stipek (2002) “Student’s beliefs about real-world significance of what they are learning were a strong predictor of their interest and enjoyment of math class.” — Mitchell (1993) “Students give highest interest ratings to classes that make them think hard and require them to participate actively in thinking and learning.” — Newmann (1992) ASCD Allen Parish 2010; Rye and Herold

Designing performance tasks
GRASPS Goal Role Audience Situation Product/Performance Standards ASCD Allen Parish 2010; Rye and Herold

Performance tasks v. Academic prompt
FAT-P Format Audience Topic Purpose RAFT Role

How do you assess understanding?
21st Century skills Add two here Communication Successful communication is measured by the degree by which it is understood by the audience Ecosystems The change one organism makes in order to adapt/survive has significant ripple effects. Add these at lunch ASCD Allen Parish 2010; Rye and Herold

Is the task relevant? Connected to the classroom — demonstration / extension of what was learned Connected to the real world — work that professionals in the field would do Connected to student’s life — Connected to capacity — students have clarity on what is expected from them and the necessary skills / knowledge to be successful ASCD Allen Parish 2010; Rye and Herold

Do students have the ability to be successful?
Assess before teaching Offer appropriate choices Provide feedback early and often Encourage self-assessment and goal setting Allow new evidence of achievement to replace old evidence ASCD Allen Parish 2010; Rye and Herold

Sample performance tasks
Academic Prompts Performance Tasks T Dan Meyer Applications Blog Voiethread

Design a transfer task (performance or academic prompt) for your unit.
73 Task: Design a transfer task (performance or academic prompt) for your unit. Create the ACTUAL student instructions for the task. ASCD Allen Parish 2010; Rye and Herold

Gallery Walk—Peer Review
Post enduring understandings, essential questions, transfer task, and student handout Feedback including I wonder . . . I notice . . .

Day Two

Day one feedback Write down one or two questions that you would like to have resolved by the end of the day. Take 15 minutes to examine peer feedback from day one D

Rubrics: Tied to Stage one Definitions Most importantly: Analytic
Holistic Gradual Release of Responsibility Most importantly: Tied to Stage one t ASCD Allen Parish 2010; Rye and Herold

Rubrics: Rubrics vs. Partial Credit
The purpose of the rubric is to reliably and efficiently assess a student’s progress towards standard.

Rubric Indicators are important when:
…elements have a range of variation between what is considered introduced and what is demonstrated or applied. …the instructional process is being monitored. …the rubric will guide the learning process. …many educators will be using the rubric. …a product with specific attributes is being evaluated. When do we do performance tasks? always at the end or over the duration of the unit how many can we reasonably do over the course of a year 79

Writing Rubric Indicators:
Strategies and Tools Gradual Release of Responsibility Acquisition, Meaning, Transfer Depth of Knowledge Bloom

Rubrics Rubrics designed for tasks Rubrics designed for understandings
30 sec think time Compare and contrast 81

Writing Rubrics Begin by delineating the 2 and 3.
Then progress to the 4 and the 1.

Writing Rubrics In your small groups, try writing rubrics for your transfer task/understandings. ASCD Allen Parish 2010; Rye and Herold

Rubrics 4 3 2 1 Understanding Knowledge & Skill
Unpacking understanding Do an example together 84

Exemplars: In your small group, assign one person to construct:
A ‘2’ response A ‘3’ response A ‘4’ response How might these be used in the classroom? How might teachers use this process? ASCD Allen Parish 2010; Rye and Herold

Other Evidence Begin brainstorming other elements of your assessment package d

Alignment of Assessments:
To what extent do your assessments… assess the enduring understandings? assess the knowledge and skills? Check for gaps and points of emphasis. tr ASCD Allen Parish 2010; Rye and Herold 87

Review Standards—Stage Two:
Is there a range of assessments as opposed to a single task/test (photo album vs. snapshot)? Could a student be successful on the assessment package without truly understanding? Could the student understand and not be successful on the assessment package? ASCD Allen Parish 2010; Rye and Herold

1. Identify desired results 2. Determine acceptable evidence t 3. Plan learning experiences & instruction ASCD Allen Parish 2010; Rye and Herold

Learning Calculus Acquisition vs. Meaning Making
Start Finish 2x3 3x5 2x5 5x7 4x10 3x8 6x2 15x4 10x4 35x6 40x9 24x7 T

A M T Acquire Information Constructing Meaning Transfer DNew knowledge
Internalizing knowldege/skill, growing level of proficiency Independent transfer in new situations – always the goal – the dream: that a student would actually use what you taught them outside of school ASCD Allen Parish 2010; Rye and Herold 92

‘Enduring Understanding’
Learners must Acquire and Make Meaning out of information in the service of understanding and Transferring it. ASCD Allen Parish 2010; Rye and Herold

Acquire information A fact is a fact; a skill is a skill. We acquire each in turn. Acquisition does not yield understanding; it is necessary but not sufficient. If I have skills and facts, it does not mean that I understand. I cannot, however, understand without those skills and facts. ASCD Allen Parish 2010; Rye and Herold 94

Constructing meaning What do these facts imply?
When would I use this skill (or not)? What is their sense, import, value? To ask, however, is to ask what those facts and skills mean. Sounds a lot like constructivism ASCD Allen Parish 2010; Rye and Herold 95

How many buses does the army need to transport 1,128 soldiers if each bus holds 36 soldiers?
32 ASCD Allen Parish 2010; Rye and Herold

Transfer How should I apply my prior facts, skills, and ideas effectively in this particular situation? The situation must be new and uncharted. The goal is independent transfer. A third question can also be asked: I must take what I have previously acquired and understood, and see how it can best be used in a particular and novel situation. Really just a take on Bloom’s taxonomy and Marzano’s terms acquire and integrate knowledge, extend and refine knowledge, and meaningfully use knowledge ASCD Allen Parish 2010; Rye and Herold 97

Stage 3: Learning Plan Stage 3 - Learning Plan Design a set of learning experiences that fosters understanding and transfer. ASCD Allen Parish 2010; Rye and Herold

So, what is understanding?
100 So, what is understanding? “To understand is to be able to wisely and effectively use what one knows, in context – to “apply” our knowledge and skill effectively, in a realistic setting.” -- Wiggins and McTighe ASCD Allen Parish 2010; Rye and Herold

Stage two planning is revealed in Stage three instructional design
Feedback and Goal Setting Pre-assessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure) Readiness, Interests, and Learning Preferences of students Essential Questions [reading/writing] Exit Cards Peer evaluation 3-minute pauses Vocabulary - quiz/notebooks Observations Creating Rubrics Self-evaluation Journals - Essential Questions+ Performance Task Academic Prompt Portfolio ASCD Allen Parish 2010; Rye and Herold

W Where are we headed? How will the student be ‘hooked’? What opportunities will there be to be equipped, experienced, and explore key ideas? What will provide opportunities to rethink, rehearse, refine and revise? How will students evaluate their work? How will work be tailored to individual needs, interests, styles? How will work be organized for maximal engagement and effectiveness? H E R E T Graphic of WHERETO in packet -- page 9 T O ASCD Allen Parish 2010; Rye and Herold

Teaching with misunderstandings in mind
A study of how plants make food was conducted with students from elementary school through college [to] probe understanding of the role of soil and photosynthesis in plant growth and of the primary source of food in green plants (Wandersee, 1983). . . Students from all levels displayed several misconceptions: Soil is the plants’ food. Plants get their food from the roots and store it in the leaves Chlorophyll is the plant’s blood” -- Bransford, How People Learn ASCD Allen Parish 2010; Rye and Herold

Example of a misunderstanding in Science
“Some students think that ‘cold’ is being transferred from a colder to warmer object…students often think that objects cool down or release heat spontaneously… Even after instruction, students don’t always give up their naive notion that some substances (e.g. flour) cannot heat up or that metals get hot because they “attract heat” etc.” (pp ) -- From 2061 Benchmarks (AAAS) ASCD Allen Parish 2010; Rye and Herold

Implications for instruction
Address predictable misunderstandings by design. -Provide real or simulated experiences related to the desired understandings. -Build in checks for understanding and misunderstanding along the way. -Require students to revisit/rethink what they thought they understood. -Final assessments should check to see if common misunderstandings have been overcome. ASCD Allen Parish 2010; Rye and Herold

Task: Design a Stage Three learning plan for your unit.
Indicate order, code with A-M-T ASCD Allen Parish 2010; Rye and Herold

Peer Review Protocol: 3 units per group (max of 6 people)
Author shares overview of unit (5 minutes) Reviewers discuss unit (5 minutes) Author listens, takes notes, does not engage Conversation (5 minutes) Clarifications, suggestions, next steps D ASCD Allen Parish 2010; Rye and Herold

Overarching Essential
Content Standards Program Area Overarching Essential Question(s) Overarching Understanding(s) Cornerstone Assessment Task(s) unit 1 unit 2 unit 3 unit 4 unit 5 Course 1 Course 3 Course 4 Course 2 T Map curriculum according to: 1. big ideas/essential questions 2. core performance tasks Look for: Throughlines - spiral curriculum (going deeper) by revisiting big ideas/core processes Interdisciplinary connections - intellectually/content robust unit 5 ASCD Allen Parish 2010; Rye and Herold

Continuing the Implementation

All available at ascd.org
For more information: Understanding by Design (Wiggins and McTighe) Understanding by Design Professional Development Workbook (Wiggins and McTighe) Assessment for 21st Century Learning—DVD 1,2 &3 Moving Forward with Understanding by Design—DVD Integrating Differentiated Instruction and Understanding by Design (Tomlinson and McTighe) Schooling by Design (Wiggins and McTighe) Classroom Assessment and Grading That Work (Marzano) All available at ascd.org ep ASCD Allen Parish 2010; Rye and Herold 110

For more information: Partnership for 21st Century skills:
International Society for Technology in Education (ISTE) Thomas Rye Donna Herold ASCD Allen Parish 2010; Rye and Herold 111

©2010 by Thomas Rye and Donna Herold. All rights reserved
©2010 by Thomas Rye and Donna Herold. All rights reserved. This handout is intended for your personal use only. Further reproduction and dissemination, in whole or part, requires the permission of the various owners as credited herein. ASCD Publications present a variety of viewpoints. The views expressed or implied in this publication are not necessarily official positions of ASCD.

Evaluating your Experience

Below is a link to ASCD’s online Professional Development Feedback Survey. We encourage all participants to complete the online evaluation within the next ten (10) days. All responses will be anonymously reported to ASCD. Thank you for taking the time to honestly evaluate the program. The results we receive help us to improve the quality of services you receive

Understanding by Design: Next steps

Similar presentations

Presentation on theme: "Understanding by Design: Next steps"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Understanding by Design: Next steps

Similar presentations

Presentation on theme: "Understanding by Design: Next steps"— Presentation transcript:

Similar presentations

About project

Feedback