Using Understanding by Design Beth Steinen GED 550 Final Project May 6, 2009 As I was working on this I realized that this could be used in a professional development workshop as an introduction to UbD.

Objective:  to create a unit plan in the Understanding by Design model, utilizing 21st century skills and authentic assessments, both formative and summative

Brainstorm instruction & activities Come up with an assessment What we usually do… Identify content Aligned with standards? Usually not. Brainstorm instruction & activities Do they align with content and/or standards? Come up with an assessment Usually doesn’t align with standards or activities Usually Show old curriculum. McTighe and Wiggins, 2006

Why the shift in thinking? The mastering of the content is not the primary goal; that is only the means. The ability to effectively and creatively use the content is the goal. There is no need anymore for kids to memorize dates and facts. What is important is if they can use the information they learn in a productive way. McTighe and Wiggins, 2006

What is UbD? A curriculum model which focuses on creating curriculum, rather than “covering curriculum.” It moves backwards from understanding to assessment, rather than vice versa.

How do we use UbD? McTighe and Wiggins, 2006 Stage One Identify desired results What should they know, do, understand? Stage Two Determine acceptable evidence Assessments must match learning goals Stage Three Develop learning activities and instruction Utilize 21st century skills McTighe and Wiggins, 2006

21st Century Skills #1 Core subjects 21st Century Themes English, reading or language arts World languages Arts Mathematics Economics Science Geography History Government and Civics 21st Century Themes Global awareness Economic literacy Civic literacy Health literacy All instruction and assessment should incorporate these skills.

21st Century Skills #2 Learning and Innovation Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

21st Century Skills #3 Information, Media, and Technology Skills Information Literacy Media Literacy ICT Literacy Technology is not the only 21st skill.

#4 Life and Career Skills 21st Century Skills #4 Life and Career Skills www.21stcenturyskills.org

Performance Tasks … are for a grade, reflecting all of the information learning in the unit. …should require reflection, self-assessment, and self-adjustment, with reasoning or rationale made as evident as possible. … should include the 6 facets of understanding McTighe andWiggins, 2005, p. 167 Backwards by Design… what are your summative assessments?

6 Facets of Understanding Can explain Can interpret Can apply Have perspective Can empathize Have self-understanding Can explain: provide thorough, supported, and justifiable accounts of phenomena, facts, and data. Can interpret: tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models. Can apply: effectively use and adapt what we know in diverse contexts. Have perspective: see and hear points of view through critical eyes and ears; see the big picture. Can empathize: find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience. Have self-knowledge: perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; we are aware of what we do not understand and why understanding is so hard. Wiggins and McTighe, 2005, p44-47 

What learning experiences and instruction will enable students to achieve the desired results? How will the design… W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)? H = Hook all students and Hold their interest? E = Equip students, help them Experience the key ideas and Explore the issues? R = Provide opportunities to Rethink and Revise their understandings and work? E = Allow students to Evaluate their work and its implications? T = Be Tailored (personalized) to the different needs, interests and abilities of learners? O = Be Organized to maximize initial and sustained engagement as well as effective learning? McTighe and Wiggins, 2004 What questions should drive activities?

Differentiated Instruction and UbD All students (except those with IEPs indicating otherwise, which is the case for other the givens that follow) should …work with the big ideas and essential skills of a topic. …work at high levels of thought and on authentic tasks. …have consistent support for growing in understanding and skill. …have opportunity to make personal meaning of important ideas. …have full knowledge of learning goals and indicators of success. Student understanding should be teachers’ highest priority. Assessments, summative and formative, should guide teachers’ thinking and instructional planning. Tomlinson and McTighe, 2006 DI and UbD work beautifully together and should be integrated.

Standards Clarification Project The intent of the state was to clarify the main priorities from the current standards. In doing so, they have focused on “big ideas,” “enduring understandings,” and “enduring questions.” The new standards follow McTighe and Wiggins’ Understanding by Design framework. New Jersey Standards Clarification Project, 2008 The state hired Grant Wiggins to help with the clarification project. In doing so, they were able to draw out what really mattered from the hodge podge that are the current standards.

A Successful Curriculum… Reflects a coherent design -- big ideas and essential questions guide the design of assessments and teaching and learning activities. Makes clear distinctions between big ideas and essential questions, and the knowledge and skills necessary for learning the ideas and answering the questions. Uses multiple forms of assessment to accommodate students who need to express their understanding in various ways. Uses the six facets of understanding in -- the design provides opportunities for students to explain, interpret, apply, shift perspective, empathize, and self-assess.

A Successful Curriculum, cont. Assesses understanding with authentic performance tasks where students use their understanding while applying their new knowledge and skills. Uses clear criteria and performance standards for evaluations of student work. Insists students revisit and rethink important ideas to deepen their understanding. Uses a variety of resources. The textbook does not act as a course outline. McTighe and Wiggins, 2005

Issues with Current Curriculum Standards listed are too old and not aligned up with current standards Forward design No enduring understandings No assessments, formative or summative Student proficiencies (what should students know and be able to do) are not all relevant and some are missing #1 psychology topics (not allowed to teach) #2-3 limited sociology topics #4 international political issues are not social issues #5-6 can be combined No assessments… how does a teach know if objectives have been met? #2-3 limited sociology topics… there are so many more proficiencies to be taught

Interesting resources On “Enduring Understandings” http://www.authenticeducation.org/bigideas/article.lasso?artId=79 On “Put[ting] Understanding first” http://www.authenticeducation.org/bigideas/article.lasso?artId=100 On “What is a Big Idea? “ http://www.authenticeducation.org/bigideas/article.lasso?artId=99 On “Assessment” http://www.authenticeducation.org/bigideas/article.lasso?artId=84 On “Hyper Media” http://www.authenticeducation.org/bigideas/article.lasso?artId=93

References “Introduction.” New Jersey Standards Clarification Project, Phase One. NJ Department of Education, 2008 McTighe, Jay and Grant Wiggins. “UbD: A Professional Development Worksbook.” ASCD, 2004 McTighe, Jay and Grant Wiggins. “Understanding by Design, 2nd Edition.” ASCD, 2005 “Partnership for 21st Century Skills” accessed May 2, 2009 <www.21st centuryskills.org> Tomlinson, Carol and Jay McTighe. “Integrating Differentiated Instruction and UbD.” ASCD, 2006