1. Understanding by Design DESIGNING CURRICULUM & INSTRUCTION

2. Mission informs schooling. Schooling should enable learners to achieve worthy intellectual accomplishments. Learners should be able to transfer their learning with understanding to worthy tasks and develop mature habits of mind.

3. Schooling By Design Policies, Structures, Governance, Resource Allocation Personnel – Hiring, Appraisal, Development Instructional Programs & Practices Curriculum & Assessment System Mission Learning Principles USE BACKWARD DESIGN Apply Strategic Principles

4. WHY? WHAT? By keeping the end in mind we plan more efficiently for student acquisition of knowledge and skills as well as for their ability to transfer that knowledge and skill to new situations with power and perspective.

5. Understanding understanding  What is understanding?  How do you gain understanding?  How do you know you know?

6. A private universe What are my students really getting out of this class? How can I tell if my students are harboring common misconceptions? How do I know they not simply know but understand?

7. Difficulty  One of many agendas  Little collegial support for process  What curricula? What assessments serve as evidence of understanding? What learning activities best support understanding?

8. BACKWARD DESIGN 1. Desired Results 2. Evidence 3. Learning experiences

9. 1.Desired Results O Have sufficient knowledge of science and engineering to engage in public discussions on science-related issues. O Be critical consumers of scientific information related to their everyday lives. O Be able to continue to learn about science throughout our lives. O Recognize that our current scientific understanding of the world is a result of hundreds of years of creative human endeavor. Science Curriculum Scientific Literacy

10. But WHAT should we teach? Big ideas and Core Tasks Important to know and do Worth being familiar with

11. How does one go about determining what is worth understanding amid a range of content standards & topics? Wiggins & McTighe, 1998, p.10  To what extent are the content standards and topics enduring and transferable big ideas, having value beyond the classroom?  To what extent are the content standards big ideas and core processes at the heart of a discipline?  To what extent are the content standards and topics abstract, counterintuitive, often misunderstood or easily misunderstood ideas requiring uncoverage?  To what extent are the content standards and topics big ideas embedded in facts, skills, and activities?

12. Enduring Understanding  Enduring, big ideas having lasting value beyond the classroom.  At the heart of the discipline  Abstract, counterintuitive, and often misunderstood.  Embedded in facts, skills, and activities. Scientific knowledge develops through carefully controlled investigations. The scientific method deliberately isolates and controls key variables. (It is not simply trial and error.)

13. Inquiry O Essential questions drive the unit, the lessons. Is the scientific method the best means to investigate? Does scientific discovery always rely on the application of the scientific method? How does someone ensure that the results of scientific investigations are valid?

14. 2.Evidence Performance Task

15. FACETS OF UNDERSTANDING  Can the student explain ? Do they have a working theory about the topic?  Can they interpret a text or event of data set in a contextualized way?  Can they apply what they understand to another situation?  An they argue for another perspective simultaneously with having their own perspective?  Can they develop and show empathy for a character or historical period of time?  Can they use their self-knowledge to recognize their biases?

16. Assessment Continuum Informal checks Observations & dialogues Tests & quizzes Academic prompts Performance tasks

17. 3. Learning Experiences TEACHER STUDENTS Universal Design CONTENTACTIVITIESInterventions social active creative reflective

18. SWBAT explain how important it is to examine numerous artifacts - both primary and secondary sources - to construct an accurate history of one-room schoolhouse as explained in a multi-paragraph essay.

19. Planning with the end in mind 1 Desired Results What should students know, understand, and be able to do? What content is worthy of understanding? 2 Evidence How will we know students have achieved the desired results? What will we accept as evidence of student understanding? 3 Learning Experiences What enabling knowledge and skills will students need in order to perform effectively? What activities will equip them with that knowledge and those skills?

20. The purpose of planning is to achieve predictable results.

21. YOUR TURN

22. Crafting Understandings Phrased as a topic: CIVIL WAR Underlying concepts: Causes & effects of the Civil War, states rights, federal government, economic advantage Core concepts:  The Civil War was fought primarily over states’ rights issues linked to differences in regional economies.  The war’s effects live on in national politics, regional economies, and cultural differences.

23. Crafting Understandings Phrased as a process: Converting to metric measures Underlying concepts: measure, standard, accuracy, conversion Big idea or core conclusion:  Standardized measures allow people to accurately describe the physical world.  We can measure the same thing with different measures (e,g., Fahrenheit and Centigrade)

24. Crafting Understandings Phrased as a skill: Persuasive writing techniques Underlying concepts: persuasion, goal, audience, influence, technique Big idea or conclusion: The choice of particular persuasive techniques depends on the goal (what you want people to do or believe) and audience.

25. WHY? WHAT?HOW? TRANSFER By keeping the end in mind we plan more efficiently for student acquisition of knowledge and skills as well as for their ability to transfer that knowledge and skill to new situations with power and perspective.