The document discusses curriculum innovations for addressing 21st century challenges. It covers topics like the 21st century school model, curriculum reforms, challenges of curriculum change, and developing core 21st century skills in students. The presentation also details the Understanding by Design framework, which involves identifying desired learning outcomes and assessments before planning instruction. The framework emphasizes designing curriculum backwards from desired results.

1. “New Dimensions Through Curriculum
Innovations Towards Challenges in the
21st Century
March 5-6,2011
AVR, MSU-CETD Campus
Presented by
Dr. Maria Theresa P. Pelones
Doctor in Management
3/8/2011 /Mtppelones/UBD/030111 1

2. ESSENTIAL
TOPICS
• 21st Century School Model
• Mission,Vision and Goal
• Challenges of the
“New Dimensions Through Curriculum Reforms
Curriculum Innovations Towards • 21st Century Core Skills
• Features of the Curriculum
Challenges • Delivery of the Curriculum
in the 21st Century • BEC vs SEC
• The “Big Idea” of UBD
• Stage 1: Outcomes
• Stage 2: Assessment
Presented by • Stage 3: Learning Plan
• 10 Principles of UBD
Dr. Maria Theresa P. Pelones
• Strength of UBD
Doctor in Management
• Challenges and Problems
of UBD
3/8/2011 /Mtppelones/UBD/030111 2

3. “New Dimensions Through Curriculum Innovations
Towards Challenges in the 21st Century
3/8/2011 /Mtppelones/UBD/030111 3

4. “New Dimensions Through Curriculum Innovations
Towards Challenges in the 21st Century
When students are learning poorly, we
cannot expect them to ready for future
learning or work. We’ve been getting poor
results because we are doing what we’ve
always done, we need to do things
differently and better.
-Dir. Lolita Andrada
Bureau of Secondary Education
Department of Education
3/8/2011 /Mtppelones/UBD/030111 4

5. What should be change?
The general tendency among
teachers to teach facts rather
than thinking.
Teaching practices that
prevent our children from
thinking
3. What should continue
(but needs to be taken to
a higher level)?
• Learning as making meaning
• Learning as integrative
• Authentic Assessment
3/8/2011 /Mtppelones/UBD/030111 5

6. Our • prepare our children
for a competitive future.
MISSION
Our • Functional Literacy for All
• No Teacher and Student
GOAL Left Behind
• Increase student
participation
Our • Improve internal
CHALLENGES efficiency
• Develop 21st century
Core Skills
3/8/2011 /Mtppelones/UBD/030111 6

7. CHALLENGES
1.New needs, New
Maximize the curriculum .
potentials of
curriculum
change by 2.The curriculum remains
linking it to responsive to national
Our
increasing development goals.
Challenge
student
participation
s
and improving 3. Lean is better.
the internal
efficiency of
schooling. 4. Curriculum reforms as
a process of continuous
improvement.
3/8/2011 /Mtppelones/UBD/030111 7

8. CHALLENGES
Communication Skills
Critical Problem Solving
Provide opportunities for
children to develop 21st
Century Core Skills.
Development of Self
Sustainable Use of Resources/
Productivity
Expanding One’s World
Vision
Sense of Community
3/8/2011 /Mtppelones/UBD/030111 8

9. THE 21st CENTURY CORE SKILLS
Communication Skills
Ability to clearly express one’s ideas and
feelings orally and non-verbally
Ability to Listen
Ability to Read, comprehend and respond to
ideas presented
Ability to write clearly one’s ideas and
feelings
Ability to access, process and utilize available
basic multimedia information
3/8/2011 /Mtppelones/UBD/030111 9

10. THE 21st CENTURY CORE SKILLS
Critical Problem Solving
Numeracy Skills
Ability to make critical and informed
decisions
Innovativeness and creativity
Scientific Thinking
Future Orientation
3/8/2011 /Mtppelones/UBD/030111 10

11. THE 21st CENTURY CORE SKILLS
Sustainable Use of Resources/
Productivity
Ability to earn a living
Sustainable use of resources (time) and
appropriate technology
Entrepreneurship
Productivity
Financial Literacy
3/8/2011 /Mtppelones/UBD/030111 11

12. THE 21st CENTURY CORE SKILLS
Development of Self and a
Sense of Community
Self-development; self awareness; self-
discipline; sense of responsibility; self-worth;
self realization
Sense of personal and national identity
Knowledge of one’s history, pride in one’s
culture and respect for that others
Recognition and practice of civil and
political rights
3/8/2011 /Mtppelones/UBD/030111 12

13. THE 21st CENTURY CORE SKILLS
Expanding one’s world vision
Knowledge, acceptance, respect and
appreciation of diversity
Peace
Non-violent resolution of conflicts
Global awareness, interdependence and
solidarity
3/8/2011 /Mtppelones/UBD/030111 13

15. FEATURES OF THE CURRICULUM
New Curriculum Design
Sets high expectations
Rich and Challenging
Develops Readiness and passion for
work and lifelong learning
3/8/2011 /Mtppelones/UBD/030111 15

16. C. Delivery of the Curriculum
1.Proficiency in the use of English as the medium of
instruction as a tool for learning how to learn and improve
students’ global competitiveness.
2. Comparative advantage in the use of Filipino as tool for
building and communicating values of Filipino identity and
nationhood.
3. The use of ICT as integral to curriculum
4. Class programming shall be so designed to maximize the
utilization of the classroom.
5. CP-TLE has been expanded to prepare students for a career.
6. Schools should provide variety of CP-TLE Programs

17. Objectives
BEC
Curriculum Feedbacks Content
Conventional Assessment Materials
Curriculum Design
Strategies
The refinement of curriculum followed the Understanding by Design
(UbD) framework which covers the three stages:
STAGE 1 Backward Design
Design of • Outcome (Understanding
2010 SEC by Design)
STAGE 3 STAGE 2
• Instructional/ Learning
Plan • Assessment

18. Essential Essential
Content/
Objectives Understandings Questions
Performance
Standards (knowledge/skills)
Results/Outcomes Assessment
Products/ Criteria/
Performances Tools
Assessment
Resources/
Learning
Learning Plan Materials
Activities

19. “New Dimensions Through Curriculum Innovations Towards
Challenges in the 21st Century
3/8/2011 /Mtppelones/UBD/030111 19

20. To begin with the end in mind means to
start with a clear understanding of your
destination. ( Stephen Covey, 1994)
3/8/2011 /Mtppelones/UBD/030111 20

21. Understanding by Design Template:
the basis of Exchange
1.The ubd template embodies the 3
stages of “Backward Design”
BIG IDEA
2.The template provides an easy
mechanism for exchange of ideas
3/8/2011 /Mtppelones/UBD/030111 21

22. STAGE 1 STAGE 2 STAGE 3
U Understanding T Task L Learning Plan
Q Questions
BIG IDEA
R Rubrics
CS Content Standard OE
Other
Evidences
KKnowledge & Skills
3/8/2011 /Mtppelones/UBD/030111 22

23. The “big ideas” of each stage:
Standard(s):
Unpack the content Understandings Essential Questions
standards and ‘content’, s
focus on big ideas
t
a
g
e What are the big ideas?
1
BIG IDEA
Assessment Evidence
Performance Task(s): Other Evidence:
Analyze multiple s
t
a
sources of evidence,
g
e
aligned with Stage 1
2 What’s the evidence?
Learning Activities
s
t
a
g
Derive the implied
e
3
How will we get there?
learning from
Stages 1 & 2
3/8/2011 /Mtppelones/UBD/030111 23

24. Enduring understanding are statements that clearly articulate big
ideas that have lasting value. Essential questions are big, open-ended
interpretive questions that have no obvious answer
Transfer to
other
Serves as an contexts.
organizer for Manifest itself
BIG IDEA
connecting in various ways
important within
facts, skills and disciplines.
actions.
Provides a
Requires
“conceptual
lens” for
Big uncoverage
prioritizing Ideas is because it is an
abstraction.
the concept.
3/8/2011 /Mtppelones/UBD/030111 24

25. Students Learn actively not passive. Educators should consider
big ideas when designing and delivering instruction
“Big Ideas” are Core Focusing
typically revealed concepts themes
via –
On-going Illuminating
BIG IDEA
debates/ Insightful paradox/
perspectives
issues problem
Organizing Overarching Underlying
theory principle assumption
(Insightful
(Key questions) inferences
Q from facts)
U
3/8/2011 /Mtppelones/UBD/030111 25

26. The big ideas provide a
way to connect and recall
knowledge
Like rules of
a game
Like Bill of
Rights
Parallel
Postulates
BIG IDEA
BIG IDEA
A system of many
powerful inferences
SAS from small set of A2+B2=C2
Congruence givens
3/8/2011 /Mtppelones/UBD/030111 26

27. UNDERSTANDING STAGE 1
Identifying desired results
STAGE 1
Click to view
the video
3/8/2011 /Mtppelones/UBD/030111 27

28. What are the common elements of Stage 1
across quarters?
Analyze across quarters the relationship
between the elements and the purpose each of
them serves.
UNDERSTANDING
Share your observations.
STAGE 1
How is the Content Standard formulated?
Examine the Performance Standard and
specify the performance expected of learners.
In unpacking the Content Standards, write in
meta strips what students are expected to
know (knowledge) and do (skills).
3/8/2011 /Mtppelones/UBD/030111 28
menu

29. Content standards
What learners should
know, understand and
be able to do?
STAGE 1
Essential
Understanding
Performance standards
What learners should
create/ add value
to/transfer?
3/8/2011 /Mtppelones/UBD/030111 Stage29
1

30. STAGE 1: KEY DESIGN ELEMENTS
Stage 1 – Desired Results
Established Goals:
• What relevant goals (e.g., content standards, course or program objectives, learning
outcomes) will this design address?
Content Standards: Performance Standards:
• What should students know and be able •How well must students do their work?
to do? •At what level of performance would the student
be appropriately qualified or certified?
STAGE 1
Essential Understandings (EU): Essential Questions (EQ):
Students will understand that . . . • What provocative questions will foster inquiry,
• What are the big ideas? understanding, and transfer of learning?
• What specific understandings about them • Provocative questions
are desired? ‐have no one obvious right answer
• What misunderstandings are predictable? ‐raise other important questions
‐address the philosophical or conceptual
foundations of a discipline
‐recur naturally
‐are framed to provoke and sustain learner
interest
Students will know. . . Students will be able to . . .
• What key knowledge and skills will
students acquire as a result of this unit?
• What should they eventually be able to
do as a result of such knowledge and skills? 3/8/2011 /Mtppelones/UBD/030111 Stage30
1

31. • Which define what students
Established should be able to know and do at
the end of the program, course,
Goals or unit of study; generally
expressed in terms of overall
goals, and specifically defined in
(Desired terms of content and
Result) performance standards.
STAGE 1
Established Goals:
Students will understand essential concepts about nutrition
and diet
a.Students will use an understanding of nutrition to plan
appropriate diets for themselves
b.Students will understand their own individual eating
patterns and ways in which those patterns may be
improved.
3/8/2011 /Mtppelones/UBD/030111 31
Template

32. • Which specify the essential
knowledge (includes the
most important and
enduring ideas, issues,
Content principles and concepts
from the disciplines), skills
Standard
and habits of mind that
should be taught and
learned.They answer the
question, “What should
STAGE 1
students know and be
able to do?”.
Students will know…. Students will be able
•What key knowledge and skills to …..
will students acquire as a result
of this unit?
•What should they eventually be
able to do as a result of such
knowledge and skills?
3/8/2011 /Mtppelones/UBD/030111 32
Template

33. • Which express the
degree or quality of
proficiency that
students are
expected to
demonstrate in
relation to the
STAGE 1
content standards.
Performance They answer the
question, “How well
Standard must students do
their work?” or “At
what level of
performance would
the student be
appropriately
qualified or
certified?”
3/8/2011 /Mtppelones/UBD/030111 33
Template

34. • Which are the big and
enduring ideas at the heart
Essential of the discipline and which
Understanding we want the children to
remember even long after
they leave school.
STAGE 1
Essential understanding/ A Big Idea in a
Skill area may be considered in terms of:
KEY PURPOSE,
STRATEGIES CONTEXT
CONCEPTS VALUE
• The big ideas • What are • What • When to use
underlying skills enhances the skill or
the skills accomplishers effectiveness strategy
performance
3/8/2011 /Mtppelones/UBD/030111 34

35. Finding the Big Ideas
in Skills
NUTRITION 1. Gives meaning and
Topic connection to
discrete facts and
skills
2. Core ideas in a
subjects
THEMES CONCEPT
• A balance diet • Food Groups 3. Requires
•You are what you eat • Overweight uncovering
STAGE 1
because it is not
obvious.
Essential Understandings:
What understanding are desired?
The student will understand that
•A balance diet contributes to physical and mental health
•The USDA food pyramid presents relative guidelines for nutrition
•Dietary requirements vary for individuals based on age, activity
level, and overall health
•Healthful living requires an individual to act on available information
about good nutrition even if it means breaking comfortable habits.
3/8/2011 /Mtppelones/UBD/030111 35

36. TIPS for using ESSENTIAL
ESSENTIAL
QUESTIONS
UNDERSTANDING
• Frame the desired
Involves the Big Ideas that understanding as full-
give meaning and sentenced
importance to facts generalization in
response to the
Can transfer to other topic, phrase ‘ Student will
STAGE 1
fields and adult life. understand that…”
•Beware of stating an
Is usually not obvious .often
understanding as a
counterintuitive, are easily
truism or vague
misunderstood.
generality
•Avoid the phrase, “
May provide a conceptual
Student will
foundation for basic skills
understand how to….”
Statement of conceptual
relationships
3/8/2011 /Mtppelones/UBD/030111 36
Template

37. • Which are open-ended,
provocative questions that
spark thinking and further
Essential Question inquiry into the essential
meanings and
understandings.
STAGE 1
Essential Questions:
What provocative questions will foster inquiry, understanding and
transfer of learning?
Essential Understandings: Essential Questions:
What understanding are desired? The •What is healthful eating?
student will understand that ……… •Are you a healthful eater? How would
•A balance diet contributes to physical and mental you know?
health •How could a healthy diet for one
•The USDA food pyramid presents relative person be unhealthy for an other
guidelines for nutrition •Why are there so many health
•Dietary requirements vary for individuals based problems in the United States cause
on age, activity level, and overall health by poor nutrition despite all the
•Healthful living requires an individual to act on available information?
available information about good nutrition even if it
means breaking comfortable habits.
3/8/2011 /Mtppelones/UBD/030111 37

38. ESSENTIAL TIPS for using
ESSENTIAL QUESTIONS
Template
QUESTIONS • Organize programs, courses, units
of study and lessons around the
questions. “Make the content answer
the questions.
Have no single Right answer;
• Select or design assessment tasks
they are meant to be argued. (up front) that are explicitly linked to
the questions
•Use reasonable number of questions
Are designed to provoke and per unit. Make less be more
STAGE 1
sustain student inquiry, while •Frame the questions in “kid
focusing learning and final language” as needed to make them
performances. more accessible.
•Ensure that every student
understands the questions and sees
Often address the conceptual or their value.
philosophical foundations of •Derive and design specific concrete
discipline. exploratory activities and inquiries for
each question.
•Sequence the questions so that they
Raise other important naturally lead from one to another.
questions. •Post it in the classroom and
encourage to organize notebook
around them to make clear their
importance for study and note taking
Naturally and appropriately
•Help student personalize the
recur. question
3/8/2011 /Mtppelones/UBD/030111 for unpacking
•Allot sufficient time 38

39. MATHEMATICS I
General Standard: The learner demonstrates understanding of key concepts and principles of number and number sense as applied to
measuring, estimating, graphing, solving equations and inequalities, communicating mathematically and solving problems in real life.
QUARTER I (Real Number System, Measurement and Scientific Notation)
Stage 1: Results/Outcomes Stage 2: Assessment
STANDARDS ESSENTIAL At the Level of
Product/
Performance
Content Performance Understanding Question Understanding Performance
The learner The learner Daily tasks How useful Problems Explanation Assessment of
demonstrate formulates involving are real formulated Express numbers problems formulated
s real-life measurement, numbers? 1.are real life in different ways based on the following
understandi problems conversion, 2.involve real and explain. suggested criteria:
numbers, Criteria: •real-life problems
ng of the involving real estimation and
measurement Thorough •problems involve real
key numbers, scientific notation
STAGE 1
and scientific Coherent numbers,
concepts of measurement make use of real notation and measurement and
Explain how to
real number s and scientific numbers. 3.are solved use the scientific notation
systems, notation and using a variety calibration model •problems are solved
measureme solves these of strategies. and find its using a variety of
nts and using a variety degree of strategies
scientific of strategies. Physical How are precision Tools: Rubrics for
notation. quantities are different Criteria: assessment of
Accurate problems formulated
measured using measuring
Justified and solved
different devices
measuring useful? Express big and
How does small quantities
devices. The
in scientific
precision of the one know
notation
measurement is when a
Criteria:
dependent on measureme
Accurate
the measuring nt is
Justified
device used. precise?
Interpretation
accurate?
“Tell a Story” of
situations where
numbers are
used or how
measuring
devices are used.
3/8/2011 /Mtppelones/UBD/030111

40. Established Goals:
Students will understand essential concepts about nutrition and diet
a.Students will use an understanding of nutrition to plan appropriate diets for themselves
b.Students will understand their own individual eating patterns and ways in which those
patterns may be improved.
Essential Understandings: Essential Questions:
What understanding are desired? The student •What is healthful eating?
STAGE 1
will understand that ……… •Are you a healthful eater? How would you
•A balance diet contributes to physical and mental know?
health •How could a healthy diet for one person be
•The USDA food pyramid presents relative guidelines unhealthy for an other
for nutrition •Why are there so many health problems in
•Dietary requirements vary for individuals based on the United States cause by poor nutrition
age, activity level, and overall health despite all the available information?
•Healthful living requires an individual to act on
available information about good nutrition even if it
means breaking comfortable habits.
Students will know…. Students will be able to
•Key terms-protein, fat, calorie, carbohydrates, …..
cholesterol • Read and interpret nutrition information
•Types of foods in each food groups and their on food labels
nutritional values
•Analyze diets for nutritional value
•The USDA food pyramid guidelines
•Plan balance diets for themselves and
•Variables influencing nutritional needs
others
•General health problems caused by poor nutrition3/8/2011 /Mtppelones/UBD/030111 40

41. You’ve got to go
below the surface...
3/8/2011 /Mtppelones/UBD/030111 41

42. to uncover the
really ‘big ideas.’
3/8/2011 /Mtppelones/UBD/030111 42

43. UNDERSTANDING STAGE 2
Determine acceptable evidence
STAGE 2
3/8/2011 /Mtppelones/UBD/030111 43

44. When deciding stage two assessment of student
performance, educators must keep in mind the
metaphor of a photo album rather than snapshots.
Effective monitoring of students progress should
incorporate assessment tools and processes
STAGE 2 Determining
Acceptable Evidence
Test and Reflective Academic Culminating
Quizzes Assessment Prompts Assessment
Constructive journals Performance
task elements Allows for student
Response choice and
• Performance-
based items Logs • Format
• Audience
• Topic
Independent
Listen-think-pair • Purpose
application
share activities
Interviews
Self evaluation
Peer response
group

45. Information on individual
progress
Information helps teacher
assign grades
Teacher with data provides
STAGE 2
picture on how well students are
performing in class
Assessment Enables students recognize their
Provides accomplishment
Measure students acquisition of
higher order thinking skills
Help determine if goals are
accomplished
Measure student engagement &
impact on curriculum program
3/8/2011 /Mtppelones/UBD/030111 45

46. Elements consider in identifying evidences to determine
the extent which the desired results have been
achieved…………
1. Evidence of understanding knowledge and skills
2. Identify other evidence that will be needed
STAGE 2
3. Use of six facets of understanding
4. Identify appropriate criteria and use them to develop
a rubric
Stage 2- Assessment
Product or Performance Evidence at the level Evidence at the level of
Task: of understanding performance
Learner should be able to
demonstrate
understanding of ……
using the six (6) facets of
understanding:
3/8/2011 /Mtppelones/UBD/030111 46
menu

47. Teaching for deep understanding emphasized student’s
capacity for meaningful independent use of essential
declarative and procedural knowledge using the six facets of
learning
STAGE 2 EVIDENCE AT THE
EVEL OF UNDERSTANDING
Explanation
Self- Interpretation
Knowledge
Six Facets of
Understanding
Empathy Application
Perspective
3/8/2011 /Mtppelones/UBD/030111 47

48. Facet 1: Explanation
ability to demonstrate, derive, describe, design, justify
or prove something using evidence. via generalization
or principles, providing justified and systematic
STAGE 2
accounts of phenomena, facts, and data; make insightful
connections and provide illuminating examples or
illustrations.
• Questions like :Why is that so? ,
• What explains such events? ,
• What accounts for such action? ;
• How can we prove it?
• ;To what is this connected? ;
• What is an illustrative example? ;
• does this work? ;
• What is implied?
SOURCE: McTighe, J. and Wiggins, G. (1998). Understanding by Design.
Association for Supervision and Curriculum Development: Virginia.
3/8/2011 /Mtppelones/UBD/030111 48

49. Facet 2: Interpretation
the creation of something new from learned knowledge,
including the ability to critique, create analogies and
metaphors, draw inferences, construct meaning,
translate, predict and hypothesize.
STAGE 2
• This are narratives, translations, metaphors, images and
artistry that provides meaning sample questions are
• What does it mean?
• Why does it matter?
• What of it?;
• What does it illustrate in human experience?
• How does it relate to me?
• What makes sense?
SOURCE: McTighe, J. and Wiggins, G. (1998). Understanding by Design.
Association for Supervision and Curriculum Development: Virginia.
3/8/2011 /Mtppelones/UBD/030111 49

50. Facet 3: Application
The ability to use learned knowledge in new,
unique or unpredictable situations and
contexts, including the ability to build, create,
STAGE 2
invent, perform, produce, solve and test.
• Sample questions are:
• How and where can we use this knowledge/
or skills or procedures or process?;
• how should my action be modified to meet
the demands of a particular situation?
• It calls for emphasis on performance based
learning; work that focus on and culminates
in more authentic tasks supplemented with
more convenient test.
SOURCE: McTighe, J. and Wiggins, G. (1998). Understanding by Design.
Association for Supervision and Curriculum Development: Virginia.
3/8/2011 /Mtppelones/UBD/030111 50

51. Facet 4: Perspective
Definition
“critical and insightful points of veiw.” (Wiggins
STAGE 2
& McTighe,1998)
What does this mean?
A student who understands has perspective.
Perspective is when a student can see and
hear points of view through critical eyes and
ears; know the limits and the worth of an idea;
can see the big picture.
SOURCE: McTighe, J. and Wiggins, G. (1998). Understanding by Design.
Association for Supervision and Curriculum Development: Virginia.
3/8/2011 /Mtppelones/UBD/030111 51

52. Facet 5: Empathy
Definition
“the ability to get inside another person’s
STAGE 2
feelings and worldview.” (Wiggins &
McTighe,1998)
The capacity to walk in another shoes including
participating in role-play, describing another’s
emotions and analyzing and justifying someone’s
else’s reactions.
• The ability to get “inside” another’s person’s
feelings and world new
SOURCE: McTighe, J. and Wiggins, G. (1998). Understanding by Design.
Association for Supervision and Curriculum Development: Virginia.
3/8/2011 /Mtppelones/UBD/030111 52

53. Facet 6: Self-Knowledge
the ability to examine, self-reflect, self-evaluate and
express reflective insight, particularly the
STAGE 2
capacity for monitoring and modifying one’s own
comprehension of information and event.
• The wisdom to know one’s ignorance and
how one’s patterns of thoughts and action
inform as well as prejudice understanding
SOURCE: McTighe, J. and Wiggins, G. (1998). Understanding by Design.
Association for Supervision and Curriculum Development: Virginia.
3/8/2011 /Mtppelones/UBD/030111 53

54. A primary goal of teaching for understanding should be the
assurance that students can use their acquired understandings
and knowledge independent real word situations and scenarios .
G= Goals from the real world
STAGE 2 EVIDENCE AT THE
LEVEL OF PERFORMANCE
R=Roles that are authentic and final based in reality
A= Audiences to whom students will present final products and performance
S = Situations involving a real-world conflict to resolve, decision to be
made, investigation to be completed or invention to be created.
P= Products and Performances culminating from the study
S = Standards for evaluating project-based products and performances
3/8/2011 /Mtppelones/UBD/030111 54

55. A primary goal of teaching for understanding should be the
assurance that students can use their acquired understandings and
knowledge independent real word situations and scenarios .
3/8/2011 /Mtppelones/UBD/030111 55

56. Stage 3 INSTRUCTIONAL
PLANNING
EFFECTIVE & ENGAGING

57. [ =======UNDERSTANDING=======]
TRANSFER
EXPLORE FIRM UP DEEPEN
LEARNING PLAN
++++
STAGE 3 : THE
O
T- Tailor
-
W- E- R-
Organize
H- E- to for
maximu
Where Explore Rethink Exhibit students m
Hook the
is it students and and and Needs, engagem
going? Equip Revise Evaluate interest ent and
and styles effectiven
ess
CONTENT STDRD PERFORMANCE STDRD
[ ----------------------Assessment--------------------]
3/8/2011 /Mtppelones/UBD/030111 57

58. W= how will you help your students to know, Where they are headed,
Why they are going there and what ways they will be evaluated along the
way?
H= How will you hook and engage student’s interest and enthusiasm
DESIGN OF TEACHING
STAGE 3 : 7 CORE
E= What experiences will you provide to help students make their
understandings real to equipt learners for success throughout your unit or course
R= How will you cause students to reflect, revisit, revise and
rethink?
E= How will students express their understandings and engage in
meaningful self-evaluation?
T = How will you tailor (differentiate) your instruction to address
the unique strength and needs of the learners?
O= How will you organize learning experiences so that student move
from teacher-guided and concrete activities to independent applications?
3/8/2011 /Mtppelones/UBD/030111 58

59. LEARNING/ INSTRUCTIONAL PLAN
I. EXPLORE
Diagnose
Activate Prior Knowledge
Clarify Expectations and How standards;
products/ performance, criteria and tools are
assessed
Hook and Engage Student Interest
Ask Essential Questions
3/8/2011 /Mtppelones/UBD/030111 59

60. LEARNING/ INSTRUCTIONAL PLAN
II. FIRM UP
Provide variety of learning resources
Reflect, Revise or Rethink their
understanding
Clarify Expectations and How standards; products/
performance, criteria and tools are assessed
Check understanding & content standard , give
feedbacks
3/8/2011 /Mtppelones/UBD/030111 60

61. LEARNING/ INSTRUCTIONAL PLAN
III. DEEPEN
Provide variety of learning resources
and differentiated activities
Reflect, Rethink, Revise their
understanding
Express their understanding
Check for mastery of EU, feedback & check
against content standard
3/8/2011 /Mtppelones/UBD/030111 61

62. LEARNING/ INSTRUCTIONAL PLAN
IV. TRANSFER
Provide transfer of learning to a new
or different context
Evaluate product/ performance,
against performance standard
3/8/2011 /Mtppelones/UBD/030111 62

63. Students Learn actively not passive. Educators should
consider big ideas when designing and delivering
10 MAJOR DESIGN PRINCIPLES
instruction
At the heart of teaching for understanding is the creation
of consensus-driven curriculum that clearly distinguishes
between and among what is just worth being familiar
with what students should know, be able to do and
understand.
OF UBD
The best instructional designs are backward that is they
begin with desired results, rather than with instructional
activities. UbDs backward design process involves three
interrelated stages
Students develop conceptual understanding when they
can cue into the enduring understandings and essential
questions at the heart of the curriculum
Enduring understanding are statements that clearly articulate
big ideas that have lasting value. Essential questions are big,
open-ended interpretive questions that have no obvious
answer
3/8/2011 /Mtppelones/UBD/030111 63

64. When deciding stage two assessment of student performance, educators must keep
in mind the metaphor of a photo album rather than snapshots.
10 MAJOR DESIGN PRINCIPLES
Effective monitoring of students progress should incorporate assessment tools and
processes
Teaching for deep understanding emphasized student’s
capacity for meaningful independent use of essential
declarative and procedural knowledge using the six facets of
learning
OF UBD
A primary goal of teaching for understanding should be the assurance that
students can use their acquired understandings and knowledge independent
real word situations and scenarios. GRASPS
Teaching for understanding should innovate activities that support
indentifies desired results and integrate planned assessments (Stage 3).
WHERETO
Understanding by design is not a program to be implemented; rather
it presents a synthesis of research-based practices associated with
improving students achievement..
3/8/2011 /Mtppelones/UBD/030111 64

65. UbDs STRENGTH
The common sense nature of UbDs
principles and strategies
Power to overcome tendency to teach
to the test and emphasize knowledge-
recall learning
Ability to provide common-consensus
driven language
Potential for guiding and informing the
process of school renewal and
educational reform
Ability to guide and inform educator’s
effort to unpack standards
3/8/2011 /Mtppelones/UBD/030111 65

66. UbDs PROBLEMS & CHALLENGES
PROBLEMS
The need for Educator’s
educators to misconception The need to
reflect on UbD Moving UbD A need to collect,
about UbD implementation make UbD
framework . analyze and
a long disseminate
term achievement
initiative. data.
Ambivalence to
framework
Confusion
Resistance
3/8/2011 /Mtppelones/UBD/030111 66

67. 3/8/2011 /Mtppelones/UBD/030111 67

68. Because teaching is complex, improvements in
teaching will be most successful if they are
developed in the classroom where teachers teach
and students learn….. What works in my classroom
might not work in another classrooms.
Ideas for improvement is very wide but we need to
take the challenge and learn to live in the future
and the FUTURE is NOW! Stand up and make a
Difference.
We must not in trying to think about how we can
make a BIG DIFFERENCES. Ignore the small daily
differences we can make, which overtime adds up
to BIG DIFFERENCES that we often cannot
foresee.
3/8/2011 /Mtppelones/UBD/030111 68

69. For Inquiries and information
MARIA THERESA PILAPIL-PELONES, DM
e-mail/fb address: mariatheresa_pelones@yahoo.com
weblog : www.educatorssquare.blogspot.com
website: www.pinoyalert.com
3/8/2011 /Mtppelones/UBD/030111 69