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UNDERSTANDING BY DESIGN PLC Training Module #1 What is Understanding by Design (UbD)?

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Presentation on theme: "UNDERSTANDING BY DESIGN PLC Training Module #1 What is Understanding by Design (UbD)?"— Presentation transcript:

1 UNDERSTANDING BY DESIGN PLC Training Module #1 What is Understanding by Design (UbD)?

2 WHAT IS UNDERSTANDING BY DESIGN (UBD)? 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 YIs and CRMs are written in the UbD Framework Design. 2

3 WHAT IS UNDERSTANDING BY DESIGN (UBD)? What is meant by understanding? Type your response in the box below. 3

4 HERES WHAT SOME PEOPLE SAY UNDERSTANDING IS… 4 I passed the test! I can repeat back to you everything you just told me. I know the skills, and I remember how to use them and apply them in different situations. I totally get what you said!

5 WHAT IS UNDERSTANDING BY DESIGN (UBD)? If video clip does not start, please click the link: Used with permission. From Backward Design [DVD/CD] by Jay McTighe. Copyright 2011 by Solution Tree Press, 555 North Morton Street, Bloomington, IN 47404, , solution- tree.com. All rights reserved. 5

6 Understanding by Design is:Understanding by Design is not: CLICK AND MOVE THE STATEMENTS UNDERNEATH THE CORRECT HEADING. A method for planning curriculum A focus on student understanding and transfer of knowledge to new and different situations. A reflection of the latest learning research. Recalling facts and figures Rote memorization Drill and Kill exercises 6

7 Understanding by Design is:Understanding by Design is not: AND THE ANSWERS ARE... A method for planning curriculum A focus on student understanding and transfer of knowledge to new and different situations. A reflection of the latest learning research. Recalling facts and figures Rote memorization Drill and Kill exercises 7

8 THE 8 FACETS OF UNDERSTANDING 8

9 9 UbD is Based on 8 Facets A method for curriculum planning Learning through big ideas and transferring learning to new scenarios big ideas Transform content standards into basic elements with appropriate assessments Students transfer their own learning through authentic performance Curriculum is planned backwards from assessment results Teachers aim and check for student understanding Reviewing curriculum and lesson units regularly against design standards for quality Adjusting and critiquing the results of curriculum design against student results

10 BACKWARD DESIGN 10

11 BACKWARD DESIGN 3 Stage Process used to design curriculum to show understanding and transfer of information. The focus is on content that is used – not just recalled. Visualize the learning destination then identify the learning route. 11 Stage 1 – Identify Desired Results Stage 2 – Determine Acceptable Evidence Stage 3 – Learning Plan

12 3 STAGES OF BACKWARD DESIGN STAGE 1 12 Stage 1 – Identify Desired Results Stage 1 – Identify Desired Results Stage 2 – Determine Acceptable Evidence Stage 1 – Identify Desired Results Stage 2 – Determine Acceptable Evidence Stage 3 – Learning Plan

13 STAGE 1 – IDENTIFY DESIRED RESULTS What long-term transfer goals are targeted? What meanings should students make in order to arrive at important understandings? What essential questions will students explore? 13 Stage 1 – Identify Desired Results

14 STAGE 1 – IDENTIFY DESIRED RESULTS What knowledge and skill will students acquire? What established goals/standards are targeted? 14 Stage 1 – Identify Desired Results

15 STUDENTS SHOULD KNOW THE ANSWER TO THE FOLLOWING QUESTIONS. 15 Stage 1 – Identify Desired Results Why do I need to know this? What can I do with what Ive learned?

16 3 STAGES OF BACKWARD DESIGN STAGE 2 16 Stage 2 – Determine Acceptable Evidence Stage 1 – Identify Desired Results Stage 2 – Determine Acceptable Evidence Stage 3 – Learning Plan

17 STAGE 2: EVIDENCE What performances and products will reveal evidence of meaning- making and transfer? What additional evidence will be collected for all Stage 1 desired results? Move your mouse over the image to view a larger picture. Click the image again to return to this slide. 17

18 STAGE 2: EVIDENCE 18 Your evidence should show connections between the classroom and the real-world. I need to show you what I can do instead of just answering the questions. I need to show my work and support my thinking.

19 EVIDENCE – G.R.A.S.P. S. Your assessments should have the following traits… Goal statement for the performance task G Role of the student for the performance task R Audience who will see the performance task A Situational context in which the student will complete the performance task S Performance on the task P Standards used to assess the students understanding? S Click the link to see and Example of a GRASPS activity. 19

20 STAGE 2: EVIDENCE 20 At the end of the assessment, can the student… Explain – put their knowledge into their own words Interpret – offers support and justifies his understanding Apply – Transfers, adapts, and adjusts his understanding to address different scenarios. Perspective – See events from different points of view Empathy – The student can walk in the shoes of other people or characters Self-Understanding – the student can reflect and critically assess their understanding including their limits.

21 Stage 1 – Identify Desired Results Stage 2 – Determine Acceptable Evidence Stage 3 – Learning Plan WHAT IS UNDERSTANDING BY DESIGN (UBD)? STAGE 3 21 Stage 1 – Identify Desired Results Stage 2 – Determine Acceptable Evidence Stage 3 – Learning Plan

22 STAGE 3 – LEARNING PLAN 22 What activities, experiences, and lessons will get students to my desired results and be successful on the assessments? How will my learning plan help students acquire and transfer their knowledge? How am I going to pace and differentiate my learning plan to make sure all of my students are successful?

23 STAGE 3 – LEARNING PLAN Self-Assess your Learning Plan with W.H.E.R.E.T.O.: Where is your learning plan taking the student? Hook your students attention Equip students to give them the support to gain understanding and perform tasks Rethink previous methods and look at things in a new way in order to introduce new ideas. Evaluate and give students feedback and chances to self-assess and fix their ideas. Tailor instruction to allow for differentiation Organize the work in the order that best meets to the goals of understanding the material. 23

24 IN CONCLUSION Reflect on the following questions Think about what is the best-designed learning you have ever experienced? What is true of good design, regardless of the content? How will you use UbD? Click on the following link to complete the UbD Module #1 self-assessment: Understanding by Design Module #1 Self Assessment 24

25 WHAT IS UNDERSTANDING BY DESIGN (UBD)? References: Wiggins, Grant, and Jay McTighe. The Understanding by Design Guide to Creating High-Quality Unites. Alexandria: ASCD, Print. 25

26 INSTRUCTIONS FOR POWERPOINT 2007 Open The Magic PowerPoint (Click Options and Enable this content On the Home tab, in the Slides group, click New Slide, and then click Reuse Slides. Click Browse and Browse File Select your presentation and click Open Tick Keep Source Formatting Right click the slide and click Insert Slide or Insert All Slides Click Slide Sorter icon (bottom right) Delete all the Magic PowerPoint slides except this one. Click save as and rename your PowerPoint 26

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