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Understanding by Design and From Coast and Camp to the Inland Empire Stacy Hill April 22, 2003.

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1 Understanding by Design and From Coast and Camp to the Inland Empire Stacy Hill April 22, 2003

2 This portion is based on The Understanding by Design Handbook by Jay McTighe and Grant Wiggins

3 Many students view classroom activities as “…an arbitrary sequence of exercises with no overarching rationale.” From “Inside the Black Box” by Paul Black and Dylan Wiliam, Phi Delta Kappan, October 1998.

4 Traditional Planning… What chapter I need to get to… Daily activities What am I going to assign for homework I have to change the test and cross out all of the questions I didn’t get to this year Quickly check to make sure I have some of the EALRS covered Remind yourself that you are probably teaching something that is on the WASL anyway

5 “ Students can hit any appropriate achievement target that is clear and holds still for them.” -Rick Stiggins Assessment Training Institute

6 UbD in a Nutshell Stage 1 – Identify desired results Stage 2 – Determine acceptable evidence Stage 3 – Plan learning experiences and instruction

7 Stage 1: Identify Desired Results Content Standards and Knowledge & Skills Enduring Understandings Essential Questions

8 Enduring Understandings Enduring understanding Important to know & do Worth being familiar with

9 Enduring Understandings: How people deal with other people affects their future. Some form of conflict will be present in all lives at some point. Conflict does not just affect humans. Essential Question: What role did conflict play in development of the Constitution of the United States? Examples

10 Essential Questions Have no one obvious right answer Raise important questions across content areas Reflect conceptual priorities Recur naturally Are framed to provoke and sustain student interest

11 Overarching Essential Questions How does conflict create change? What are rights and responsibilities that lead to independence? Does power corrupt? How does time affect change? What interactions stimulate growth? What is the balance between humans and nature? What is stretching and shrinking around you?

12 How does conflict affect the economy of a country? How does climate determine population? What if the South had won? What makes the Constitution a living document? Why should I learn slope? How can natural disasters be good for the planet? Topical Essential Questions

13 Kid Friendly EQ’s What societal influences perpetuate pre- adolescent tobacco use? or Why do your friends start smoking?

14 Stage 2: Determine Acceptable Evidence Determine methods of assessment  Performance task  Other evidence Quizzes, tests, prompts, work samples Observations Student self-assessment

15 Enduring Understandings Enduring understanding Important to know & do Worth being familiar with Kinds of Assessment Traditional question & answer paper/pencil selected- responses constructed response Performance tasks & projects open-ended complex authentic

16 Adapted from Understanding by Design Academy, Seattle, WA, July 2001 presented by Jay McTighe, ASCD. Think “Scrapbook” versus “Snapshot ”

17 GRASPS Goal Role Audience Situation Product/Performance and Purpose Standards for Success

18 GRASPS Ideas G Design, teach, explain, inform, create, persuade, defend, critique, improve R Advertiser, illustrator, coach, candidate, chef, engineer, eyewitness, newscaster A Board members, neighbors, pen pals, travel agent, jury, celebrity, historical figure S The context and content your G, R, A, & P put you in P Advertisement, game, script, debate, rap, banner, cartoon, scrapbook, proposal S What success looks like: Scoring guide & examples

19 Stage 3: Plan Learning and Instruction WHERE Misunderstandings Determine the role of technology in enhancing teaching and learning i.e., using the audio documentary content Instructional activities and the six facets

20 Do the activities explain by themselves where are your students heading and why? Do the activities hook your students through engaging, thought provoking experiences? Do the activities help students experience the ideas or issues to make them real? Do the activities cause students to reflect and rethink- to dig deeper into the core idea? Do the activities allow for students to exhibit their understanding through a product or performance?

21 Six Facets Explanation: demonstrating understanding Interpretation: reading between the lines Application: performing Perspective: analyzing or inferring Empathy: assuming a role Self-Knowledge: being aware or realizing

22 UbD Website Password: contact your district

23 Now… UbD and From Coast and Camp in the Inland Empire

24 EALR Connections OSPI Website for Social Studies: SocStudies/EALRs

25 Social Studies  1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington state history 1.1 Understand and analyze historical time and chronology 1.2 Understand events, trends, individuals, and movements shaping United States, world, and Washington State history 1.3 Examine the influence of culture on United States, world, and Washington State history

26 Step 1: Establish Enduring Understandings for the unit, develop the Essential Questions that will guide students to the understandings, select targeted EALRs Step 2: Choose your evidence of understanding (assessment) Step 3: Plan the learning activities (how to use the CD)

27 Sample Enduring Understandings The effects of relocation during World War II still affects the future generations of Japanese-Americans. Prejudice directed the actions of many powerful people after Pearl Harbor. Hysteria causes people to be suspicious of those around them. Things are not always as they appear.

28 Sample Essential Questions Has the U.S. ever put its own people in internment camps? Under what circumstances should civil rights be compromised?* How do you explain prejudice? What is discrimination? How do you know when something is true? What should regular people do to be protected from discrimination?* What kind of people aren’t accepted at school?

29 Constructing a Performance Task Goal Role Audience Situation Product Standards

30 Sample Performance Task Goal: Teach about the experiences of Japanese-Americans during WW II. Role: reporter Audience: college history majors Situation: report your findings using the audio documentary and other sources Product: on-line magazine Standards: use the documentary, report on real- life experiences, utilize the writing process

31 Samples, con’t. Newspaper College tour for credit Museum wing design Scrapbook for descendents Children’s book Dramatization Slide show corresponding with audio

32 Activity Ideas Vocabulary meet and greet Storyboards while listening L iteral, I nferential, E valuative level writing during and after listening Track title predictions Comparison/contrast to current events

33 Conclusion What should the students know? How will you know when they know it? How will you get them there? ubdexchange,.org

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