1. Understanding by Design: Strategies and Pedagogy (Part 1)
Adriana Brandt, Angie Child & Dee Murray
Department of Education
Promoting Student Success Summit - August 18, 2015

2. Session Objectives
I can explain the philosophy behind Understanding by Design (UbD) and why it is important for my course instruction.
I can determine worthy and enduring understanding required for my courses.
I can describe the evidence of understanding for my courses.

3. How does our teaching impact student learning?
Warm-Up:
How does our teaching impact student learning?

4. School and Teacher Effects (Marzano)
Achievement Percentile After Two Years of Instruction
Least Effective Teacher
Most Effective Teacher
Least Effective School
Most Effective School
Assumption that students enter school at the 50th percentile. At the end of two years of instruction and average teacher in an average school would produce a student still at the 50th percentile. However, a least effective teacher in a least effective school would produce a student in the 3rd percentile.

5. School and Teacher Effects (Marzano)
Achievement Percentile After Two Years of Instruction
Least Effective Teacher
Most Effective Teacher
Least Effective School
3rd
Most Effective School
Assumption that students enter school at the 50th percentile. At the end of two years of instruction and average teacher in an average school would produce a student still at the 50th percentile. However, a least effective teacher in a least effective school would produce a student in the 3rd percentile.

6. School and Teacher Effects (Marzano)
Achievement Percentile After Two Years of Instruction
Least Effective Teacher
Most Effective Teacher
Least Effective School
3rd
Most Effective School
37th
Assumption that students enter school at the 50th percentile. At the end of two years of instruction and average teacher in an average school would produce a student still at the 50th percentile. However, a least effective teacher in a least effective school would produce a student in the 3rd percentile.

7. School and Teacher Effects (Marzano)
Achievement Percentile After Two Years of Instruction
Least Effective Teacher
Most Effective Teacher
Least Effective School
3rd
63rd
Most Effective School
37th
Assumption that students enter school at the 50th percentile. At the end of two years of instruction and average teacher in an average school would produce a student still at the 50th percentile. However, a least effective teacher in a least effective school would produce a student in the 3rd percentile.

8. School and Teacher Effects (Marzano)
Achievement Percentile After Two Years of Instruction
Least Effective Teacher
Most Effective Teacher
Least Effective School
3rd
63rd
Most Effective School
37th
96th
Assumption that students enter school at the 50th percentile. At the end of two years of instruction and average teacher in an average school would produce a student still at the 50th percentile. However, a least effective teacher in a least effective school would produce a student in the 3rd percentile.

9. Teacher Effects (Marzano)
Student Achievement Gain in 1 year
Least Effective
Most Effective

10. Teacher Effects (Marzano)
Student Achievement Gain in 1 year
Least Effective
14 Percentage Points
Most Effective

11. Teacher Effects (Marzano)
Student Achievement Gain in 1 year
Least Effective
14 Percentage Points
Most Effective
53 Percentage Points

12. Retention (Davis Roos, DSU)
DSU’s retention rate is 48.9%
Public institutions’ retention rate is 72.2%

13. Retention (Davis Roos, DSU)
“Student-Faculty interaction has a stronger relationship to student satisfaction with the college experience than any other involvement variable…” -Alexander Astin

14. Retention & Effective Teaching Practices
DSU suggested teaching practices:
Ensure clear expectations
Provide feedback
Ask thought-provoking questions
Encourage participation and interaction
Set high expectations and standards
As we relate this to university life, our instruction not only affects student improvement and learning, but also affects retention rates.

15. improve student learning and impact retention rates
Reflection Question
How can we help
improve student learning and impact retention rates
through our own teaching practices?

16. Instruction and Learning
We’re pretty sure we taught it…
…but did they learn it?

17. Understanding By Design (Wiggins and McTighe)
“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.”
- Steven R. Covey
Adriana

18. Understanding By Design (Wiggins and McTighe)
Three stages of UbD:
Stage 1: Identify desired results
Stage 2: Determine acceptable evidence
Stage 3: Plan learning experiences and instruction
Adriana

19. Understanding By Design (Wiggins and McTighe)
This session will address Stages 1 and 2 of the UbD process.
After lunch, we’ll explore Stage 3 of UbD.
Adriana

20. What is Understanding? How do you define it?
What are indicators of understanding?
What are indicators that someone might “know” something without really understanding it?

21. What is Understanding?
“Education: That which discloses to the wise and disguises from the foolish their lack of understanding”
Ambrose Bierce,
The Devil’s Dictionary ( )

22. T-Chart Discussion How others would know that you understand…
What you can’t do if you don’t deeply understand…

23. Someone who knows a lot but doesn’t understand…
Someone who really understands can…
Think of a lesson that you teach. Someone who really understands at the end of the lesson, what do you expect them to be able to do?
What do you really expect them to be able to do?
Think-pair- share

24. Someone who knows a lot but doesn’t understand…
Someone who really understands can…
Apply
Connect
Create
Explain
Interpret
Justify
Predict
Question
Solve
Teach
Recall
Identify
Retell
State
Regurgitate
Plug in
Think of a lesson that you teach. Someone who really understands at the end of the lesson, what do you expect them to be able to do?
What do you really expect them to be able to do?
Think-pair- share

25. The Big Picture of a Design Approach
Stage 1: Identify Desired Results
Design Questions
Design Considerations
Design Accomplishments
What are the students going to be able to do or produce?
What is worthy and requiring of understanding?
What constraints and/or considerations guide us in our design?
What is this design going to yield from students?

26. The Big Picture of a Design Approach
Stage 1: Identify Desired Results
Design Questions
Design Considerations
Design Accomplishments
What are the students going to be able to do or produce?
What is worthy and requiring of understanding?
What constraints and/or considerations guide us in our design?
What is this design going to yield from students?
Take a chapter quiz.
Recall specific information.
Quiz addresses all but teacher expertise and relevance.
Can recall, but do they understand?

27. The Big Picture of a Design Approach
Stage 1: Identify Desired Results
Design Questions
Design Considerations
Design Accomplishments
What are the students going to be able to do or produce?
What is worthy and requiring of understanding?
What constraints and/or considerations guide us in our design?
What is this design going to yield from students?
Participate in a discussion of historical events.
Explain, justify, interpret, connect to causes.
Discussion encapsulates all of these.
Verbalize, experience others’ viewpoints, learn from others.

28. The Big Picture of a Design Approach
Stage 1: Identify Desired Results
Design Questions
Design Considerations
Design Accomplishments
Write an argument paper supporting the wall of separation between church and state.
Deep understanding in order to apply, connect, explain, interpret, and justify position.
Writing a paper encapsulates all of these.
Deeply understand issues and form knowledgeable perspectives.

29. “You do”
Think about one of the courses you’ll teach this fall. Answer the design questions for Stage 1 as it pertains to your course.
Share with someone next to you (Think, Pair, Share):
What you discovered
What was new
What you haven’t thought of before
Whole group: What were some of your “ah-ha’s”
Recap stage 1
What have we learned about design?
How is the thinking different?

30. The Big Picture of a Design Approach
Stage 2: Determine Acceptable Evidence
Design Questions
Design Considerations
Design Accomplishments
What is evidence?
What is appropriate evidence?
What evidence suggests worthy understanding?
What evidence meets the considerations?
What does the evidence suggest about student understanding?
Does our evidence match our design?

31. What is Evidence? How do you define it? What are examples?
How can evidence attend to process and product?

32. The Big Picture of a Design Approach
Stage 2: Determine Acceptable Evidence
Design Questions
Design Considerations
Design Accomplishments
A score on a quiz
???
Very cost and time effective
High score indicates success on a task, but not necessarily understanding

33. The Big Picture of a Design Approach
Stage 2: Determine Acceptable Evidence
Design Questions
Design Considerations
Design Accomplishments
A hardy deliberation among students with follow-up written reflection
Listening, observation, active participation, exhibiting appropriate discussion protocol, written reflection meets rubric expectations
Discussion uses speak and listen; written reflection requires read and write
Performance task including in-depth reflection (rubric)

34. “You do” Think through and answer the design questions for Stage 2.
Share with your partner.
Now join with another partnership so you are a group of four (Rally Round).
Each of you share your evidence designs.

35. How did we do?
I can explain the philosophy behind Understanding by Design and why it is important for my course instruction.
I can determine worthy and enduring understanding required for my courses.
I can describe the evidence of understanding for my courses.
In your foursome “Numbered heads”
Explains the philosophy behind UbD
Adds depth to that explanation
Shares why it is important
How ubd relates to my course

36. “Numbered heads” In your foursome: #1 lists the stages of UbD
#2 adds depth to that explanation
#3 shares why UbD is important
#4 explains how UbD relates to my course

37. Understanding by Design: Strategies and Pedagogy (Part 2)
Adriana Brandt, Angie Child & Dee Murray
Department of Education
Promoting Student Success Summit - August 18, 2015

38. Session Objectives
I can explain the philosophy behind Understanding by Design and why it is important for my course instruction.
I can determine worthy and enduring understanding required for my courses.
I can describe the evidence of understanding for my courses.
I can design learning experiences and pedagogy that promote understanding, interest, and excellence.

39. Retention & Effective Teaching Practices
DSU suggested teaching practices:
Ensure clear expectations
Provide feedback
Ask thought-provoking questions
Encourage participation and interaction
Set high expectations and standards
Bring back the DSU highly effective instructional strategies (what it should look like).
Now, in PT 2, we’re really going to focus on getting this pedagogy happening to create these things.

40. The Big Picture of a Design Approach
Stage 3: Plan Learning Experiences and Instruction
Design Questions
Design Considerations
Design Accomplishments
You know what your students will be doing, and what evidence you’ll be looking for, SO:
What two learning experiences and teaching strategies promote understanding, interest, and excellence?
Do these experiences meet the criteria?
Do these experiences promote independent transfer, increased interest and motivation, and measurable knowledge gain?

41. We do We have already done: Think-Pair Share Numbered Heads
Rally Robin
What are some things that you have tried?

42. We do What was your experience during these strategies?
What did you feel and notice?
How did these allow you to demonstrate your understanding?
What are some things that you have tried?

43. I do
A few more:
Note-taking: we really want them to process information
Annotating our thinking: reading text, listening to lecture, even in discussion
Advanced Graphic Organizer- with questions to guide their understanding (our example)
Group summary and report
Quick write, written reflections
Inside-Outside circle
Examples and non-examples
What are some things that you have tried?

44. The Big Picture of a Design Approach
Stage 3: Plan Learning Experiences and Instruction
Design Questions
Design Considerations
Design Accomplishments
You know what your students will be doing, and what evidence you’ll be looking for, SO:
What two learning experiences and teaching strategies promote understanding, interest, and excellence?
Do these experiences meet the criteria?
Do these experiences promote independent transfer, increased interest and motivation, and measurable knowledge gain?

45. You do
Choose two strategies that will promote understanding in your lesson.
How do these two meet the design considerations?
How do these two meet the design accomplishments?
Start from the beginning and try it with another lesson.

46. How did we do?
I can determine learning experiences and pedagogy that promotes understanding, interest, and excellence.