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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 Understanding by Design the ‘big ideas’ of UbD.

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Presentation on theme: "Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 Understanding by Design the ‘big ideas’ of UbD."— Presentation transcript:

1 Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 Understanding by Design the ‘big ideas’ of UbD

2 You’ve got to go below the surface...

3 Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 to uncover the really ‘big ideas.’

4 Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/ Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of (“Backward”) Design

5 Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 Why “backward”? The stages are logical but they go against habits We’re used to jumping to lesson and activity ideas - before clarifying our performance goals for students By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results

6 Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/ Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of Design, elaborated

7 Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 Stage 1 – Identify desired results. Key: Focus on Big ideas Enduring Understandings: What specific insights about big ideas do we want students to leave with? What essential questions will frame the teaching and learning, pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content? What should students know and be able to do? What content standards are addressed explicitly by the unit? U K Q CS

8 Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 Establishing Priorities Worth being familiar with Important to know and do “Enduring” understanding Knowledge that is worth being familiar with Knowledge and skills that are important to know and do Understandings that are enduring

9 Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 Provocative Essential Questions Have no one obvious right answer. Raise other important questions. Address the philosophical or conceptual foundations of a discipline. Recur naturally. Are framed to provoke and sustain student interest.

10 Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/ Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of Design: Stage 2

11 Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 Just because the student “knows it” … Evidence of understanding is a greater challenge than evidence that the student knows a correct or valid answer Understanding is inferred, not seen It can only be inferred if we see evidence that the student knows why (it works) so what? (why it matters), how (to apply it) – not just knowing that specific inference

12 Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 Reliability: Snapshot vs. Photo Album We need patterns that overcome inherent measurement error Sound assessment (particularly of State Standards) requires multiple evidence over time - a photo album vs. a single snapshot.

13 Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 Curricular Priorities and Assessment Methods Worth being familiar with Important to know and do “Enduring” understanding Assessment Types Traditional quizzes and tests Paper-pencil Selected-response Constructed-response Performance tasks and projects Open-ended Complex Authentic

14 Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/ Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of Design: Stage 3

15 Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 Stage 3 big idea: EFFECTIVEEFFECTIVE and ENGAGINGENGAGING

16 Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 Think of your obligations via W. H. E. R. E. T. O. “ Where are we headed?” (the student’s Q!) How will the student be ‘hooked’? What opportunities will there be to be equipped, and to experience and explore key ideas? What will provide opportunities to rethink, rehearse, refine and revise? How will students evaluate their work? How will the work be tailored to individual needs, interests, styles? How will the work be organized for maximal engagement and effectiveness? W H E E R L T O


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