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Sharing on UBD Sharing on UBD Presentation Transcript

  • UNDERSTANDING BY DESIGN: An Introductory Course on Curriculum Planning Course Instructor: Mrs Patricia Lee (NIE,CTL Dept) A PLC Sharing by Mdm Rohana Wednesday 3 February 2010
  • UbD
    • Analogy of an Onion
    • layering,
    • peeling
    • tearing
  • What is UbD?
    • UbD is a framework or a Design tool to guide the planning of a curriculum / lesson / unit of work
    • A Backward Design – planning in 3 Stages with the end in mind
    • The End goal: students understand and not just acquire facts and information – the ENDURING UNDERSTANDING
    • The plan - not cast in stone but is fluid based on reflection, review and refinement
    • How to help students understand – through authentic tasks, learning experiences with real-life connectedness,
    • How do we check students understand: through AfL, Reflective practices, on-going assessments
    • How do we know students understand: when they can transfer knowledge and skills effectively, explain, interprete, apply, give a perspective, show empathy, acquire self-knowledge ( BLOOM’ S TAXONOMY )
  • In planning using UbD
    • We help students to uncover the Big ideas and Enduring Understanding ( the core understanding / the takeaways after all the facts and information are forgotten)
    • Understanding is not by luck but by ‘design’ – planned backwards based on desired results, course standards, pupils’ prerequisite skills and knowledge
    • Design requires alignment of curriculum, assessment and instructions
  • Making sense of UbD in Lesson Study in Oral Presentation
    • TLLM Lesson Plans 2-5 is actually Stage 3 of UbD
      • The learning activities and instructions
        • W here are we going/ what pupils are expected to know and can do
        • H ook and Hold to engage / create curiosity
        • E xplore opportunities for ideas
        • R ethink, Revise, Review
        • E xhibit and Evaluate
        • T ailor learning (Differentiated Instructions)
        • O rganise and sequence the learning (Scaffolding)
  • Review by Dr Susan Clayton
    • EL Oral Presentation:
      • “ I am seeing so many transfer tasks that involve presentations focusing on persuading the audience and how this takes over the content. I invite you to consider focusing more on the line of reasoning and evidence the students present to support the feasibility of their product/invention. Yes we want our children to be advocates for change however we want them to be grounded in logic, reasoning and evidence.
  • Our Response:
    • Before we can even unpack the Lesson Plans:
      • We need to first do Stage 1 of the UbD framework – Identify the desired results
      • We need to brainstorm and identify the Big Idea and Enduring Understanding in teaching Oral Presentation
  • Stage 1 of UbD
      • Identify the desired results
        • Establish the Goals (based on Syllabus, Exam standards)
        • Enduring Understanding ( a full statement to specify what we want our students to understand about the big idea
        • Ask Essential Questions to guide students to ‘uncover’ / gain insights
        • What students should know and do (Knowledge and Skills)
  • What is the Big Idea and Enduring Understanding?
      • What is the content standard / the syllabus?
      • What are we trying to teach?
      • What is important for students to know?
      • What should students be able to do as a result of such knowledge
      • What skills are important for students to have?
      • What is the value of this skill to the students
      • What content knowledge do we need?
      • What is the concept we need to unpack?
  • The Enduring Understanding for Oral Presentation?
    • Meaning is conveyed through expressions, intonation and choice of words?
    • An effective communicator can hold his audience / listeners?
    • Resources of language can impact an audience?
  • How do we help students to uncover the Big ideas and Enduring Understanding
    • We Ask, don’t Tell
    • We guide, we probe
    • We turn understanding into Questions
      • Inquiry-based Learning
    • We ask Essential Questions (EQ)
      • To enable students to think
      • To see the big idea
      • To know what is important (knowledge)
      • To do what is important (skills)
      • To understand what is learnt (value)
  • By asking Essential Questions…
    • We are engaging students in real life problem solving
    • We require students to go into higher level of thinking ( Critical Thinking )
    • We spark their curiosity and sense of wonder
    • We may inspire more investigations which lead to more learning
      • Principles of TLLM using IBL as a pedagogy
  • How do ask Essential Questions?
    • There is no one direct answer to the questions
    • The Question may lead to more questions
    • Post questions on Word Wall to refer / to connect
    • Use ‘kid-friendly’ questions
    • Limit number of Questions (3-5)
    • Ensure activities are linked to EQs
    • Ensure EQs are linked to the EUs.
    • Allow time to think / understand
  • Stage 2 of UbD
    • What must students know and do to demonstrate their understanding?
      • Assessment Evidence
        • A Process
          • Explanation, Interpretation, Application, Perspective, Empathy, Self-knowledge
        • A Product
          • Artifacts
          • Drawings
          • Models
  • Video Review
    • http://www.learner.org/libraries/socialstudies/6_8/larsen/video.html
    • Before viewing:
      • Suspend judgement about
      • - teacher
      • - class size
      • - classroom
  • While viewing:
    • What is the role of the teacher during the lesson?
    • What are the big ideas, key knowledge and skills the teacher hopes the students will acquire in the course of this unit?
    • How do the students go about acquiring the desired knowledge, skills and understanding?
    • How does the teacher know that her students have understood the big idea?
  • Post-Sharing
    • Q&A?
    • Personal Responses?
    • So what is the Big Idea in UbD?
    • Where does PETAL, TLLM, IBL, DI, BLOOMs fall in this big scheme of things?