2Understanding by Design Ensuring Learning through Lesson Design i.e. Backward DesignGrant Wiggins and Jay McTighe
3Big Idea …… “Making Best Practices, Common Practice” We teach so that others may understand.Our challenges:Finding time to ‘teach all standards’ and maintain the rigor (teaching for understanding - not just ‘to cover’)Making lessons meaningfulEngaging students in the learning processAmong a thousand other challenges!!!!!
4Old saying….“If you don’t know exactly where you are headed, then any road will get you there.”Hopefully, we know where we are going when we begin a class or unit! (focused teaching!!!)Thus, shouldn’t we know the road to take before we start?
5Three Stages of UbD Stage 2: Determine Acceptable Evidence Stage 1: Identify the Desired ResultsUnpack the learning, prioritize learning goals, determine expectations ….Clarify Learning OutcomesStage 2: Determine Acceptable EvidenceStage 3: Plan learning experiences and instruction
6“Let the main ideas which are introduced into a child’s education be few and important, and let them be thrown into every combination possible.”-Whitehead, 1929
7Understanding is the ability to transfer learning to new, different and unique experiences.” Wiggins
8A Big Idea … (bottom line) Provides a ‘lens for prioritizing’Serves as an organizer for facts, skills and actions … focusing on big ideas, helps students see purpose and relevance of piecesSupport Transference … create coherenceManifest itself in many ways and in many content areasRequires Uncovering - its meaning is abstract, so it must be discovered, constructed or inferred by learnersH-out from wkbk pp. 65,66,72
92nd Component: Essential Questions “To question means to lay open, to place in the open. Only a person who has questions can have real understanding.”Gadamer, 1994
10Essential Questions …Have no simple ‘right answer; they are meant to be argued and discussed (discovered, uncovered)Designed to provoke and sustain inquiryOften address the foundational or historical issues of a subjectLead to more questionsNaturally come back again when learningEncourage ongoing re-thinking of big ideas, assumptions, prior learning (transference…)Could be overarching or topicalHand-outs: wkbk p. 83, 88, 92
113rd Component - Desired Outcomes Determine the Learning Goal (standard)Clarify specifically what the student will know, understand, and be able to do (unpack the standards)Referred to by others as KUD….
12Stage 2: Determine Acceptable Evidence Stage 1: Identify the Desired ResultsStage 2: Determine Acceptable EvidenceWhat evidence could be used to document and validate the learning that has been achievedEvidence is gathered throughout the learning time - includes formative and not only summative assessmentsStage 3: Plan learning experiences and instruction
13Stage 3: Plan learning experiences and instruction Stage 1: Identify the Desired ResultsStage 2: Determine Acceptable EvidenceStage 3: Plan learning experiences and instructionWhat specific content and skills must be ‘taught’ to achieve desired results?What is the best way to ‘teach’ the content and skills?What resources will we need?How much time might be required for learning?"Reduce your plan to writing... The moment you complete this, you will have definitely given concrete form to the intangible desire." - Napoleon HillHave template (blank and with example available at this point) as well as Standards for self-assessment-ex within book p-we don’t want to HOPE for learning!
14Lasting thought ….“For any subject taught in primary school, we might ask [is it] worth an adult’s knowing, and whether having known it as a child makes a person a better adult. A negative or ambiguous answer means the material is cluttering up the curriculum.”Bruner, 1960
17Why Assess? Assessments are not just to provide a ‘grade’ Purpose of assessment:Determine if learner ‘got it’……Gather evidence which demonstrates learning outcomes were achievedHelp teachers determine extent of student understandingGuide next steps of instructionsProvide appropriate scaffolding/differentiated instruction for students throughout the learning experienceProvide feedback to stakeholders (students/parents)
18Continuum of Assessments Kinds of evidence …Continuum of AssessmentsInformal checks for understandingObservations and dialoguesPerformance tasksTests and quizzesAcademic promptsHave participants brainstorm list of assessments which could be used …… then match with continuum (book p. 152)*h-out p. 153 book
196-Facets of Learning Bloom’s Taxonomy Knowledge Application Synthesis EvaluationComprehensionAnalysisKnow itCan apply itHeard of itCan teach itEmergingDevelopingProficientAdvanced6-Facets of LearningExplainInterpretSelf-knowledgePerspectiveApplyEmpathy