Understanding by design board retreat 2013 final

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  • Susan
  • 2 minSusan
  • Andrea1 min-Coaches refer to the strategic plan when conducting inservices and when planning with and for teachersStrategic goals: 1- Sustainable infrastructure2- People Engagement3- Accountability for All4- Student Learning and Wellbeing4- Equitable OpportunitiesUbD fits inot 2 priorities:Strategic Priorities:1 - Excel at key processes -Assessment goes hand in hand with strengthening instruction -Improve effective change management – this is why we a re on a journey, and how we implement and manage the change process2 - Achieve student and family outcomes - effective appropriate assessment lends itself to improving student learning outcomes. Assessment practices allow students to be a part of their learning journey - effective assessment practices also strengthen student and parent engagement, students will have a better picture of where they have been, where they are going, and what steps will be along the way.3 – Achieve financial stewardship4 - Enable people capacity
  • Andrea13-15 minPart 1:Groups of 5-6Think – Write – View – Share 15 seconds, independent think – 5 min to share and record – 5 min to view and chat.Recording can take various forms – words, pictures, etcSummation – 3-5 minutesSusan2 minPart 2:There are 6 facets of understanding.Partner Match activityThen show next slide with chart.Learning is a collaborative venture. The more we can provide opportunities students to think, collaborate, and learn from each other, the more we are preparing them for their futures.Individuals are given 15 seconds of think time, then are to SHARE their ideas with their group.A recorder is to record the group’s ideas of understanding.After groups have recorded, then they will move to other groups work , read, and discuss.To conclude:Any surprises?Similarities? Differences?How is understanding complex? Or is it simple?
  • Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and CurriculumDevelopmentInitiated from previous slide3 minPartner MatchPartners match facet of understanding to descriptionExplanation asks students to tell the “big idea” in their own words, make connections,show their work, explain their reasoning, and induce a theory form data.● Explain/teach● Give examples of● Make connections with● Describe how● Prove/verifyInterpretation requires the student to make sense of stories, art works, data,situations, or claims. Interpretation also involves translating ideas, feelings, or work donein one medium into another.● Interpret● Make sense of● Provide an apt analogy for● Show the importance or meaning ofApplication asks students to use their knowledge and skill in a new situation.● In a new situation, apply● Show or demonstrate● Use in the context of● Design/inventPerspective is demonstrated when the student can see things from different points of view, articulate theother side of the case, see the big picture, recognize underlying assumptions, and take a critical stance.● Analyze● See from the point of view of● Compare and contrast● Critique● Show how it fits into the historical contextEmpathy – The ability to get inside another person’s feelings and worldview. Intellectual imagination isessential to understanding, and it manifests itself not only in the arts and literature, but more generally throughthe ability to appreciate people who think and act differently from us. The goal is not to have students accept theways of others, but to help them better understand the diversity of thought and feeling in the world; that is todevelop their capacity to walk in someone else’s shoes.● Walk in the shoes of● Experience directly and see● Reach a common understanding concerning● Consider the seemingly odd viewSelf-Knowledge – The wisdom to know one’s ignorance and how one’s patterns of thought and action informas well as prejudice understanding. It is important to require students to self-assess their past as well as theirpresent work. It is only through self-assessment that we gain the most complete insight into how sophisticatedand accurate students’ views are of the tasks, criteria, and standards they are to master.● Recognize your prejudice about● Identify the lens through which you view● See how your habits influence how you approach● Explain how you came to understand
  • Andrea2 min.Slide 7-8-9IcebergIce CubesThis is what we used to do (our school experience)– give it to them and hope they know what to do with it – Hold on to it for a bit? Ignore it? Keep it?
  • SusanThis is where we have recently beenWe see the iceberg, we know students are a unique and critical aspect to ….
  • Susan and AndreaWhat does this mean to you --- Where are we heading?This is where we are heading …Students are complex … Learning is complex…Teaching is complex.Understanding needs to reach below the surface, deep levels of learningIts not only about teaching “I taught it”, it is about learning and students being involved in the learning process and the teach is a learner.Teachers need to understand so much more than the knowledge or content we once gave.
  • 3-5 minSusan – 1-5Andrea 6- 10
  • Andrea1 min
  • Susan1 min
  • Susan1 min
  • Andrea
  • Andrea: 2 minutesObservations: Checklists, problem solving group work, presentations, reading skills, listening and speaking skills, digital portfoliosConversations: Peer feedback, student-teacher conferences, math journals, self assessments, digital portfoliosProducts: Notebooks, reader response journals, projects, graphs, writing portfolios, digital portfoliosEvidence collected needs to be reliable and valid
  • Andrea
  • 2 minSusan
  • Susan
  • Put this slide up and view while completing 3-2-1


  • 1. UNDERSTANDING BYDESIGNGSSD CoachesSusan Muir & Andrea Hnatiuk
  • 2. Learning Target1 What will I be able to dowhen Ive finished thelesson?I can begin my learning journey onunderstanding by design.2. What is important for meto learn and understand?I must learn and understand thatunderstanding by design is a multifacetedand complex process.3. What will I do to showthat I understand the targetand how well will I have todo it?I can show I understand the target byappreciating that this is a shift in teachingand learning.
  • 3. Understanding• What does it mean to understand?
  • 4. 6 Facets of UnderstandingExplanation Sophisticated explanation and theoriesExplain, teach, examples, connection, describe, proveInterpretation Narratives, translations, metaphors, etc. that provide meaningInterpret, make sense of, provide analogy, show importanceApplication Ability to effectively apply knowledge in a variety of contextsApply, demonstrate, design, inventPerspective Critical and insightful points of view. Recognize the significance ofideasAnalyze, viewpoint, compare and contrast, critiqueEmpathy Ability to see things from other points of viewWalk in the shoes of, experience, common understandingSelf-Knowledge Deeply aware of own boundaries and ability to recognize the limits ofothersPrejudice, identify the lens through which you view
  • 5. How do we get to deeper understanding?• Establish routines and procedures• Know your students – learning styles• Create a supportive learning environment• Own student success – all students experience success• Know curriculum outcomes• Target learning opportunities based on data• Plan collaborative learning opportunities• Instruction is tied to outcomes• Provide multiple pathways to achieve outcomes –modality of learning• Assessment is part of learningDifferentiated Instruction
  • 6. Deeper Understanding Structure•Big Ideas•Essential Questions•Outcomes•Assessment•Learning Plan
  • 7. Big IdeasWhat will the students remember for:• 40 seconds?• 40 minutes?• 40 years?The 40 years are the BIG IDEAS!
  • 8. Essential Questions• Are arguable and important to argue about.• Are at the heart of the subject.• Recur in professional work, adult life, aswell as classroom inquiry.• Raise more questions-provoking andsustaining engaged inquiry.• Often raise important conceptual orphilosophical issues.
  • 9. Outcomes• Depth and breadth of what the student will be able toKNOW, UNDERSTAND, and DO
  • 10. Assessment EvidenceObservationsConversations Products
  • 11. Learning Plan•Differentiated Instruction•Response to Intervention•Assessment•Technology Integration•First Nation and Metis ways of knowing
  • 12. Learning Target1 What will I be able to dowhen Ive finished thelesson?I can begin my learning journey onunderstanding by design.2. What is important for meto learn and understand?I must learn and understand thatunderstanding by design is a multifacetedand complex process.3. What will I do to showthat I understand the targetand how well will I have todo it?I can show I understand the target byappreciating that this is a shift in teachingand learning.
  • 13. 3 – 2 – 1
  • 14. The Presentation• Learning Targets – students aware of what they will belearning and why, they are involved in the learningprocess• Think-Write-View-Share – activate priorknowledge, collaboration, co-constructing knowledge(individual, pair, small group, large group)• Concept Attainment – matching• Narratives to enhance learning – thinkingprobe, analogy, connecting• Direct Instruction –• Assessment – 3-2-1• Learning Styles/Modality Preferences –visual, auditory, kinesthetic, analytical, creative, practical