Today’s Agenda Knowledge vs. Skills - 20 Stage One Sorting Activity - 30 Break - 10 Stage One Design: Drivers Education - 20 Peer Review of Unit: Wows and Wonders - 25 Break - 10 Assessment Preview - 5 Unit Reflection/Review - 40 Wrap-up - 20
Knowledge and Skills Knowledge is: Factual Declarative in nature Straightforward and accepted truths Skills are: Procedural in nature Simple, discrete procedures Means to a larger goal
Activity One: Knowledge and Skills Knowledge - Students will know: Vocabulary Terminology Definitions Key factual information Formulas Critical details Important events and people Sequence and timelines Skills - Students will be able to: Basic skills ---writing, arithmetic, computation Communication skills ---listening, speaking, writing Thinking skills ---compare, infer, analyze, interpret Research, inquiry, investigation skills Study skills ---notetaking Interpersonal, group skills
Knowledge or Skills? Students will know vs. student will be able to: Vocabulary of debate vs. construct a debate Demonstrate strength training vs. basic physiology concepts Select appropriate units for specific tasks vs. demonstrate an understanding of standard units and how they relate to each other The stages of backwards design vs. draft a unit in the template
Activity Two – Stage One Card Sort At your tables… Sort the various components of stage one into the correct box.
People need to act responsibly behind the wheel of a car
Topics and Big Ideas: What essential questions are raised by this idea or topic? What, specifically, about the idea or topic do you want students to come to understand? Why study_____________________? So what? What makes the study of _____________________ universal? If the unit on _____________________is a story, what’s the moral of the story? What’s the Big Idea implied in the skill or process of_____________________? What larger concept, issue or problem underlies_____________________? What couldn’t we do if we didn’t understand _____________________? How is _____________________ used and applied in the larger world? What is the real world insight about _____________________? What is the value of studying_____________________? Essential Questions: Understandings:
Purpose is to gain useful insight into our work
Preview of Stage Two - Assessment “Assessment of understanding requires evidence of the student’s ability to apply their learning in new, varied, and realistic situations.” Do our performance tasks do this? Are we assessing for understanding? Can students answer our Essential Questions? This and more coming next quarter!
Reflection Protocol Subject area groups Reflect on a selected unit Choose the reflection process that works best for you at this stage in your design
Next Steps Try a reflection protocol for one of your UbD units Reflect on units taught this year Revisit Understandings and Essential Questions for next quarter’s units Schedule a meeting with us for next quarter
Session Reflection What should we keep doing? What should we start doing? What should we stop doing?
Citations All images via Microsoft ClipArt Authentic Education UbD 101 Summer Institute Workbook, 2009 Idaho Driver Education Standards, http://www.sde.idaho.gov/site/driver_edu/curriculum_docs/ContentStandardBenchmarks.pdf McTighe and Wiggins, Understanding by Design. Professional Workbook, ASCD 2004