Presentation on theme: "Understanding by Design PLC"— Presentation transcript:
1 Understanding by Design PLC Training Module #1What is Understanding by Design (UbD)?
2 What is Understanding by Design (UbD)? This training module is based on the works of Jay McTighe and Grant Wiggins’ Understanding by Design.This module was built by AISD to support Understanding by Design concepts in the classroom.AISD Curriculum documents such as YIs and CRMs are written in the UbD Framework Design.
3 What is Understanding by Design (UbD)? What is meant by understanding?Type your response in the box below.Delete this slide: have a chart paper on board with the title (What is Understanding by Design) and teachers will “Turn and Talk for 1 minute what they believe “Understanding” is. Then teachers will write on an index card their response and post on the large chart paper.
4 Here’s what some people say Understanding is… I passed the test!I can repeat back to you everything you just told me.I know the skills, and I remember how to use them and apply them in different situations.I totally get what you said!Before video: Have teacher complete “Table Sort Activity” (see attached)
5 What is Understanding by Design (UbD)? Used with permission. From Backward Design [DVD/CD] by Jay McTighe. Copyright 2011 by Solution Tree Press, 555 North Morton Street, Bloomington, IN 47404, , solution-tree.com. All rights reserved.Before video: Have teacher complete “Table Sort Activity” (see attached)If video clip does not start, please click the link:
6 Click and move the statements underneath the correct heading. Understanding by Design is:Understanding by Design is not:A focus on student understanding and transfer of knowledge to new and different situations.Rote memorization“Drill and Kill” exercisesA method for planning curriculumA reflection of the latest learning research.Delete this slide: *Table Sort Activity covers this slide.Recalling facts and figures
7 And the Answers are... Understanding by Design is: Understanding by Design is not:A method for planning curriculumRote memorizationA reflection of the latest learning research.Recalling facts and figuresAnswers to the “Table Sort Activity”A focus on student understanding and transfer of knowledge to new and different situations.“Drill and Kill” exercises
9 Teachers aim and check for student understanding UbD is Based on 8 FacetsA method for curriculum planningLearning through “big ideas” and transferring learning to new scenariosTeachers aim and check for student understandingAdjusting and critiquing the results of curriculum design against student resultsStudents transfer their own learning through “authentic performance”Transform content standards into basic elements with appropriate assessmentsA method for curriculum planningReviewing curriculum and lesson units regularly against design standards for qualityLearning through “big ideas” and transferring learning to new scenariosCurriculum is planned “backwards” from assessment resultsTransform content standards into basic elements with appropriate assessmentsStudents transfer their own learning through “authentic performance”Curriculum is planned “backwards” from assessment resultsTeachers aim and check for student understandingReviewing curriculum and lesson units regularly against design standards for qualitySupplemental Activity: “Visual Representation” Teachers will create a visual based on the 8 Facets of Understanding within the context of their subject area. Encourage teachers to be creative. Have teachers share out their visual representation and possibly post throughout the PLC and repost in subsequent PLC.Adjusting and critiquing the results of curriculum design against student results
11 “Backward” DesignStage 1 –Identify Desired ResultsStage 2 –Determine Acceptable EvidenceStage 3 –Learning Plan3 Stage Process used to design curriculum to show understanding and transfer of information.The focus is on content that is used – not just recalled.Visualize the learning destination then identify the learning route.
13 Stage 1 – Identify Desired Results What long-term transfer goals are targeted?What meanings should students make in order to arrive at important understandings?What essential questions will students explore?Identify Desired ResultsStage 1 –
14 Stage 1 – Identify Desired Results What knowledge and skill will students acquire?What established goals/standards are targeted?Identify Desired ResultsStage 1 –
15 Students should know the answer to the following Questions. What can I do with what I’ve learned?Why do I need to know this?Identify Desired ResultsStage 1 –
17 Stage 2: EvidenceWhat performances and products will reveal evidence of meaning- making and transfer?What additional evidence will be collected for all Stage 1 desired results?Move your mouse over the image to view a larger picture.Click the image again to return to this slide.
18 I need to show my work and support my thinking. Stage 2: EvidenceYour evidence should show connections between the classroom and the real-world.I need to show you what I can do instead of just answering the questions.I need to show my work and support my thinking.
19 Click the link to see and Example of a GRASPS activity. Evidence – G.R.A.S.P. s.Your assessments should have the following traits…Goal statement for the performance taskRole of the student for the performance taskAudience who will see the performance taskSituational context in which the student will complete the performance taskPerformance on the taskStandards used to assess the student’s understanding?Click the link to see and Example of a GRASPS activity.
20 Stage 2: Evidence At the end of the assessment, can the student… Explain – put their knowledge into their own wordsInterpret – offers support and justifies his understandingApply – Transfers, adapts, and adjusts his understanding to address different scenarios.Perspective – See events from different points of viewEmpathy – The student can “walk in the shoes” of other people or charactersSelf-Understanding – the student can reflect and critically assess their understanding including their limits.
22 Stage 3 – Learning PlanHow will my learning plan help students acquire and transfer their knowledge?How am I going to pace and differentiate my learning plan to make sure all of my students are successful?What activities, experiences, and lessons will get students to my desired results and be successful on the assessments?
23 Stage 3 – Learning PlanSelf-Assess your Learning Plan with W.H.E.R.E.T.O.:Where is your learning plan taking the student?Hook your students’ attentionEquip students to give them the support to gain understanding and perform tasksRethink previous methods and look at things in a new way in order to introduce new ideas.Evaluate and give students feedback and chances to self-assess and fix their ideas.Tailor instruction to allow for differentiationOrganize the work in the order that best meets to the goals of understanding the material.Student knows the answer to, “Why do I have to know this?”
24 IN Conclusion Reflect on the following questions Think about what is the best-designed learning you have ever experienced?What is true of good design, regardless of the content?How will you use UbD?Click on the following link to complete the UbD Module #1 self-assessment:Understanding by Design Module #1 Self Assessment
25 What is Understanding by Design (UbD)? References: Wiggins, Grant, and Jay McTighe. The Understanding by Design Guide to Creating High-Quality Unites. Alexandria: ASCD, Print.
26 Instructions for PowerPoint 2007 Open ‘The Magic PowerPoint’(Click Options and Enable this contentOn the Home tab, in the Slides group, click New Slide, and then click Reuse Slides.Click Browse and Browse FileSelect your presentation and click OpenTick Keep Source FormattingRight click the slide and click Insert Slide or Insert All SlidesClick Slide Sorter icon (bottom right)Delete all the Magic PowerPoint slides except this one.Click save as and rename your PowerPoint