Your SlideShare is downloading. ×
Sharing on UBD
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Sharing on UBD


Published on

Published in: Education

  • Be the first to comment

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide


  • 1. 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
  • 2. UbD
    • Analogy of an Onion
    • layering,
    • peeling
    • tearing
  • 3. 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 )
  • 4. 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
  • 5. 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)
  • 6. 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.
  • 7. 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
  • 8. 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)
  • 9. 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?
  • 10. 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?
  • 11. 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)
  • 12. 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
  • 13. 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
  • 14. 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
  • 15. Video Review
    • Before viewing:
      • Suspend judgement about
      • - teacher
      • - class size
      • - classroom
  • 16. 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?
  • 17. 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?