Presentation on theme: "U NDERSTANDING BY D ESIGN : Module 5 – Getting Started with Lesson Design."— Presentation transcript:
U NDERSTANDING BY D ESIGN : Module 5 – Getting Started with Lesson Design
U NDERSTANDING BY D ESIGN : G ETTING S TARTED Purpose: Consider starting points for lesson design. Decide how to begin designing a lesson. Decide where to begin designing a lesson. 2
U NDERSTANDING BY D ESIGN : T RAINING M ODULE #5 This training module is based on the works of Jay McTighe and Grant Wiggins Understanding by Design. This module was built by AISD to support Understanding by Design concepts in the classroom. AISD Curriculum documents such as Yearly Itineraries and Curriculum Road Maps are written in the UbD Framework Design. At the end of the training, you will need to complete an Online Assessment to get credit for completing the module. 3
Where to Start Where Not to Start U NIT DESIGN A single process Narrow standard, benchmark indicator, discrete skill (sonnetts or associative property) 5 Click and drag to boxes to the correct column Performance deficiencies revealed by assessments (making inferences, solving multi-step math problems) Questions with right or wrong answers. Big State/District Standard (creative writing, regrouping, factoring) Topics with essential questions (How does culture shape art? Universal theme, theory Process that uses different and important skills Inquiry into complex and topical issues Important, enduring ideas Favorite learning activity Vocabulary, Subtraction with borrowing Definitions Drill and practice exercises
U NIT DESIGN Where to Start Where Not to Start Big State/District Standard (creative writing, regrouping, factoring) Narrow standard, benchmark indicator, discrete skill (sonnets or associative property) Important, enduring ideasFavorite learning activity Topics with essential questions (How does culture shape art?) Questions with right or wrong answers. Performance deficiencies revealed by assessments (making inferences, solving multi-step math problems) Vocabulary, Subtraction with borrowing Universal theme, theoryDefinitions Process that uses different and important skills A single process Inquiry into complex and topical issuesDrill and practice exercises 6 Click and drag to boxes to the correct column
U NIT DESIGN Getting Ready to Design a Unit. Identify the transfer goals, essential questions and understandings. What are your content goals? Design Decisions Ideas and Content Knowledge Skill Development 7 Begin with developing essential questions and understandings, and then focus on transfer goals.
U NIT DESIGN Getting Ready to Design a Unit. Design Decisions: What is the scope of your unit? Start with a unit that involves: Inquiries Challenges Issues Themes Problems requiring students to make sense of something Concepts that permit in-depth probing and investigation The best units do not focus on a fact or a skill; they focus on how to use related facts or skills to achieve understanding. (Grant & Wiggins pg. 35) 8
U NIT D ESIGN Questions to ask yourself when youre ready to start. Should I start with a new lesson or revise an older one? Do I have to start with an activity? What about the textbook? So where should I start? Move your mouse over a circle to get more information. Click to Continue to Next Section
U NIT D ESIGN 10 What about starting with an activity? Activities should lead up to complex performances of skills and complex products. Often, lessons are narrow and isolated. Daily activities dont embody meaningful and connected chunks of learning that lead to an important intellectual outcome. Move mouse over to return to the previous screen
U NIT D ESIGN 11 Should I start with a new lesson or revise an older one? Check your level of enthusiasm. Are you ready to begin imagining a new lesson? Sometimes its better to start clean and fresh. Would you rather focus on a some area of weakness in student performance or a design flaw in an existing lesson plan? Move mouse over to return to the previous screen
U NIT D ESIGN 12 What about the textbook? The textbook is not the curriculum. Dont take into account learning style, student interest, and ability levels. Textbooks are organized by topic not transfer goals. Move mouse over to return to the previous screen
U NIT D ESIGN 13 So, where should I start? A thought provoking question. What questions can we ask that will promote inquiry and discussion? An important AHA! What new insights do we want to students to have when the lesson is completed? Content Standards and Established Goals. What are the transfer goals for this lesson? A real world transfer goal. An important activity or lesson. What experiences should the student have while studying the lesson? What thought provoking activities would raise lesson questions? Click the box to return to the previous screen
Content Standards. What big ideas and transfer goals are implied in the state/district standard? U NIT D ESIGN – AISD M ODEL What transfer goals are embedded in the standard? What should students be able to do on their own to show they meet the standard? Test for assessment. What do students need to know about this in order to do well on the assessment? An AHA! When the unit is done, what new insight will the student have gained? A thought provoking question. What big ideas can be explored by asking questions? Key resources/text. Why do you use that resource? Why does the student have to read that text? 14 This is a blank Austin ISD CRM.. Start designing a unit on Stage I – Desired Results. Start designing a unit on Stage 2 – Evidence Start designing a unit on Stage 3 – Learning Plan. What learning experience will help uncover the big ideas from Stage 1?
LESSON DESIGN This is the lesson design template for the Austin Independent School District. Your lesson planning should happen in Stage 3 of the UbD model. Your lesson design should support your… Stage 1 Desired Results Stage 2 Assessments 16 Move the mouse over the image to see a larger version. STAGE 1 STAGE 2
17 Click the image to return to the previous screen.