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
Analogy of an Onion
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.
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
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?