1. 1 UbD in the Primary Grades

2. 2 No big ideas for little kids??? Not so… – “Never talk to strangers..but I am LOST!” – “Do it myself” vs. “ask for help” – “meaningful squiggles” vs. nonsense squiggles on the page – “What if…?”

3. 3 Whenever there is… A burning question A burning question A difficult decision A difficult decision A generalization A generalization An intelligent adjustment An intelligent adjustment There is a big idea...There is a big idea

4. 4 Key misunderstanding at work: “first, learn ALL the basic ‘stuff’” Not so! Not so! – If this were true… Children would never learn to speak their native language without teaching the basics first Children would never learn to speak their native language without teaching the basics first No 1st graders would be able to play in soccer games or use their computers and cell phones effectively No 1st graders would be able to play in soccer games or use their computers and cell phones effectively No child would tell good stories until they had mastered English syntax, grammar, rhetoric No child would tell good stories until they had mastered English syntax, grammar, rhetoric

5. 5 Sequence: Whole/part/whole Learning complex tasks requires a constant and meaningful back and forth between - Learning complex tasks requires a constant and meaningful back and forth between - – part/whole, – skill/performance – learn some/apply what you know

6. 6 In other words: You have to learn to THINK while you also learn the basics You have to learn to THINK while you also learn the basics – What does this somewhat unclear situation demand of me? – Learning to judge the situation - what should I do HERE? – How should I choose?

7. 7 Gradual Release of Responsibility in literacy I do, you watch I do, you watch I do, you help I do, you help You do, I help You do, I help You do, I watch You do, I watch – This is a general schema for the development of transfer ability at any age, in any subject T S I GET IT I GET IT!