ED 3501: Curriculum and Instruction Section GHI - Fall Understanding by Design Understanding and Creating Effective Instructional Design

ED 3501: Curriculum and Instruction Section GHI - Fall The Essential Question: What do we want learners to understand, know, and be able to do several years from now, once they have forgotten the details? Understanding by Design

ED 3501: Curriculum and Instruction Section GHI - Fall Enduring Understanding: defines core ideas and processes central to a discipline or concept transferable to other content and contexts enduring value beyond the classroom Understanding by Design Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development

ED 3501: Curriculum and Instruction Section GHI - Fall Enduring Understanding : summarizes strategic skills and principles constructed inductively by doing incorporates realistic contexts and real-world problems and solutions actualizes fundamental “big ideas” Understanding by Design Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development

ED 3501: Curriculum and Instruction Section GHI - Fall Understanding by Design “Big Ideas”- anchor understandings are broad, abstract, universal, timeless connect and organize important ideas, skills and facts are contextually and chronologically transferable are conceptual, thematic, theoretical Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development

ED 3501: Curriculum and Instruction Section GHI - Fall Determine Acceptable Evidence Plan Learning Experiences And Instruction Identify Desired Outcomes “Backward Design” Analysis of Critical Assessment Standards Determine and Clarify Learning Outcomes Clear Learning Outcomes Focus Assessment of Learning Defining Evidence Of Achievement Directs Instruction For Learning

ED 3501: Curriculum and Instruction Section GHI - Fall The “Design” Approach: What essential outcomes are worthy and requiring of understanding? What would be evidence of enduring understanding? What teaching and learning experiences promote, foster, and support understanding, interest, and excellence?

ED 3501: Curriculum and Instruction Section GHI - Fall Assessing Understanding Facets of Understanding: Explanation Interpretation Application Perspective Empathy Self-Knowledge “Performance Verbs” Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development

ED 3501: Curriculum and Instruction Section GHI - Fall Assessing Understanding Authentic Performance Tasks are and/or reflect “real-life” assignments require presentation to a real audience have authentic specific purpose and goals require personalization and contextualization have transparent evaluative criteria and standards engage students purposefully over time Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development

ED 3501: Curriculum and Instruction Section GHI - Fall Assessing Understanding Essential Knowledge: “Learners will know...” vocabulary terminology definitions key factual information formulae critical details events sequences Essential Skills: “Learners will be able to...” code/decode compute, calculate communicate, present compare, infer, analyze, interpret inquire, investigate collaborate Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development

ED 3501: Curriculum and Instruction Section GHI - Fall Establishing Instructional Priorities “E”: What are the ESSENTIAL learning outcomes? What are the enduring understandings that learners must acquire? What skills are necessary in order to be able to demonstrate understanding? What knowledge is required to support this understanding? Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development

ED 3501: Curriculum and Instruction Section GHI - Fall Establishing Instructional Priorities ““I”: What content and skills is it IMPORTANT for learners to have? What content contains and defines the essential outcomes? What framework of ideas complements the essential learning? Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development

ED 3501: Curriculum and Instruction Section GHI - Fall Establishing Instructional Priorities “F”: What content is it worth being FAMILIAR with? What other ideas surround these key ideas, topics, and concepts? What connected ideas and experiences are inherently interesting? What experiences are potentially engaging and motivating? Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development

ED 3501: Curriculum and Instruction Section GHI - Fall E IF Establishing Instructional Priorities ESSENTIAL IMPORTANT Familiar

ED 3501: Curriculum and Instruction Section GHI - Fall E Establishing Instructional Priorities ESSENTIAL Big Ideas Enduring Understandings Core Tasks What will they remember and still understand 5, 10, 20 years from now?

ED 3501: Curriculum and Instruction Section GHI - Fall What do they need to know and be able to do this term to pass this course? I Establishing Instructional Priorities IMPORTANT Things learners need to know: vocabulary, terminology, definitions, key facts, formulae, critical details, etc Things learners need to be able to do: computation, communication, investigation, application, presentation, preparation, etc

ED 3501: Curriculum and Instruction Section GHI - Fall F Establishing Instructional Priorities Familiar Supplementary information, concepts, and ideas Nonessential related terminology, vocabulary, facts, formulae, and details Supporting, interesting, or motivating activities and experiences. What would be interesting, motivating, enriching?

ED 3501: Curriculum and Instruction Section GHI - Fall E IF Establishing Instructional Priorities ESSENTIAL IMPORTANT Familiar From established content standards: Programs of Study What is.... -Essential -Important -Worth being familiar with?

ED 3501: Curriculum and Instruction Section GHI - Fall Understanding the Program of Study Assignment 1 - Curriculum Foundations Compare and contrast two core Programs of Study, considering the “front matter” of each one unit from each The class will use the concepts of essential understanding, knowledge, and skill to develop assessment criteria for this assignment

ED 3501: Curriculum and Instruction Section GHI - Fall References: Arter, J. & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA. Corwin Press. Brown, J. (2004). Making the most of understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development Stiggins, R., Arter, J., Chappius, J., & Chappius, S. (2004). Classroom assessment for student learning: Doing it right – doing it well. Portland, OR. Assessment Training Institute

ED 3501: Curriculum and Instruction Section GHI - Fall References: Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development Wiggins, G., & McTighe, J. (2004). Understanding by design: Professional development workbook. Alexandria, VA. Association for Supervision and Curriculum Development Wiggins, G., & McTighe, J. (2005, 2 nd Edition). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development