1. Would you agree That the only thing over which we have control is the quality of the work we provide our students?

2. What UbD is and what it isn’t A way of thinking purposefully about design A way of thinking purposefully about design A conceptual framework A conceptual framework Priorities center on big ideas Priorities center on big ideas Design to make understanding more likely Design to make understanding more likely It’s about the planning process… It’s about the planning process… NOT a prescriptive program NOT a prescriptive program NOT a step by step guide NOT a step by step guide Not guidance about the content Not guidance about the content NOT a methodology NOT a methodology Not a philosophy of education Not a philosophy of education Not a specific strategy Not a specific strategy Not a specific assessment Not a specific assessment Not against traditional testing Not against traditional testing Not against letter grades Not against letter grades 2

3. Backward Design from long term goals Big idea Transfer is the essence of understanding and the point of schooling Big Idea Understanding is meaning making not taught and acquired Big Idea Understanding by Design

4. 4 Identify content Brainstorm activities & methods Come up with an assessment How do we typically plan?

5. 5 1. Identify desired accomplishments. 2. Determine acceptable evidence. 3. Plan learning experiences & instruction. KEY: 3 Stages of “Backward” Design

6. Twin Sins Activity oriented design Activity oriented design Coverage (not purposeful survey)—teaching by mentioning it. Coverage (not purposeful survey)—teaching by mentioning it. 6 ActivityCoverage

7. Focus on Unit Design 7 UNIT Course Lesson Event

8. Transfer Acquisition Make Meaning

9. UBD Template – AMT based 9 Standards Transfer Essential QuestionsUnderstandings Meaning Knowledge Acquisition Skill

10. Authentic Education 2009 10 All effective units balance these three goals Acquisition of knowledge and skills Ability to consider, connect, infer – make meaning of challenging situations, puzzling facts, confusing texts, problems, etc. Transfer of prior learning to new situations – activating the right knowledge and skill via understanding

11. 11 Structure of Knowledge principles and generalizations key concepts and core processes facts and skills Fairness, slavery, maturity, evolution, patterns Pages 69-80

12. 12 Big Ideas: Connect the dots Make sense of the discrete knowledge and skills Endure Require un-coverage Provide the “Velcro”

13. The acid test for a Big Idea: Does it have lasting value, with transfer to other inquiries? have lasting value, with transfer to other inquiries? serve as a key concept for making important facts, skills, and actions more connected, coherent, meaningful, useful? serve as a key concept for making important facts, skills, and actions more connected, coherent, meaningful, useful? epitomize “core” (not “basic”) insights in a subject or discipline? epitomize “core” (not “basic”) insights in a subject or discipline? require “un-coverage” (since it is an abstract or often-misunderstood idea)? require “un-coverage” (since it is an abstract or often-misunderstood idea)?

14. PRACTICING BACKWARD DESIGN STAGE 1: My long-term aim is for students to leave my class having understood that _____________________________[ a big idea - e.g., “congruence” “narrative”] AND leave my class able to use their prior learning, to _________________________________________ [a transfer goal - e.g., “to solve real-world problems” or “to write engaging and well-argued papers”].

15. LONG TERM TRANSFER GOAL I want my students to learn (big idea) _____________________________ so that (in the long run) they can (on their own) __________________________ (transfer goal)

17. 17 General Eating patterns Conditions requiring dietary restrictions Type of food in each food group Nutritional values The USDA Food Pyramid Food labels You are what you eat. Your diet affects your health, appearance, and performance Big Ideas or Enduring Understandings Important to know and do Worth being familiar with

18. Stage 1: Enduring Understandings The student will understand that… The student will understand that… A balanced diet contributes to physical and mental health. A balanced diet contributes to physical and mental health. Healthful living requires an individual to act on available information about good nutrition even if it means breaking comfortable habits. Healthful living requires an individual to act on available information about good nutrition even if it means breaking comfortable habits. 18

19. Stage 1: Essential Questions What is healthful eating? What is healthful eating? How could a healthy diet for one person be unhealthy for another? How could a healthy diet for one person be unhealthy for another? Why are there so many health problems in the United States caused by poor eating despite available information? Why are there so many health problems in the United States caused by poor eating despite available information? 19

20. Just because the student “knows it” Do we have evidence that he knows Why (it works)? So what (why it matters)? How to (apply it)?

21. 21 Curricular Priorities and Assessment Methods Worth being familiar with Important to know and do “ Enduring” understanding Assessment Types Traditional quizzes and tests Paper-pencil Selected-response Constructed-response Performance tasks and projects Open-ended Complex Authentic p.141

22. Performance Task Examples p. 172 G Determine which of 4 brands will remove stain G Determine which of 4 brands will remove stain RYou are a chemist RYou are a chemist AAbsent Classmate AAbsent Classmate SProvide written directions and a graphic display to guide an absent classmate through the procedure SProvide written directions and a graphic display to guide an absent classmate through the procedure PDesign an experiment to determine which of 4 brands of detergent will most effectively remove 3 types of stains on cotton fabric. PDesign an experiment to determine which of 4 brands of detergent will most effectively remove 3 types of stains on cotton fabric. SYour experiment should meet the following criteria: accuracy, clarity, correctness, validity so that another experimenter can follow your procedure and determine the most effective detergent for removing each stain SYour experiment should meet the following criteria: accuracy, clarity, correctness, validity so that another experimenter can follow your procedure and determine the most effective detergent for removing each stain 22

23. 23 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of Design:

24. Gradual Release of Teacher Responsibility  I do, you watch  I do, you help  You do, I help  You do, I watch  This is a general schema for the development of transfer ability at any age, in any subject 24