UbD - Bridging the Gap

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A Focus on UbD and Backward Design

A Focus on UbD and Backward Design

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  • 1. UNDERSTANDING BY DESIGN Bridging the Gap Between Curriculum and Authentic Learning
  • 2. TRAINING NORMS • Take care of your personal needs • Participate actively • Be mindful of time limits • Monitor personal use of technology • Be respectful of learning and the learner
  • 3. TRAINING OBJECTIVES: BEGINNING WITHTHE END IN MIND We will: • explore the curriculum design process utilizing UbD and Backward Design • write essential questions • develop an action plan using Backward Design • discuss strategies for implementation • explore the role of technology and curriculum • review effective instruction
  • 4. INTRODUCEYOURSELF • On the Padlet, introduce yourself by sharing your name, content, grade level and school. • Take a selfie and include 1word that describes your view of “curriculum”. • Be prepared to share why you chose this word. http://padlet.com/achapman/ UbDIntros
  • 5. GETTING STARTED
  • 6. “LEARNING GIVES CREATIVITY,
 CREATIVITY LEADSTOTHINKING,
 THINKING PROVIDES KNOWLEDGE,
 KNOWLEDGE MAKESYOU GREAT.” ! ― A.P.J.ABDUL KALAM
  • 7. WHY UNDERSTANDING BY DESIGN? • Understanding by Design represents a way of thinking about the design of curriculum, instruction, and assessment and pulls together many ideas and processes that have been tested both through research and classroom use. Used independently, these ideas and processes are valuable. Used within the conceptual framework of Understanding by Design, these ideas and processes can result in a way of thinking about curriculum, instruction, and assessment that can give rise to powerful learning experiences that result in deeper understandings of facts, concepts, generalizations and principles. (McTighe & Wiggins, 2005)
  • 8. BIG IDEAS OF UBD • Backward Design: Plans need to be aligned to be effective • Understanding vs Big Idea: Create a transfer of the learning to “make it stick”; students should be able to apply the learning • Meaningful learning: Make it relevant to engage and excite the learner; differentiated
  • 9. A CLOSER LOOK AT BACKWARD DESIGN • Why is it called Backward Design? • What are the basic steps to the backward design planning process? • How can I design an assessment before I teach a unit?
  • 10. WHAT IS BACKWARD DESIGN • Backward design focuses thinking on the desired results of instruction, rather than beginning the planning process with activities, materials, or textbook content.What the learner should know, understand, and be able to do as a result of instruction serves as the focal point for the planning of curriculum, instruction, and assessment. By starting with assessments, we can focus on alignment of our goals and means, and help ensure teaching is focused on the desired results. (Wiggins & McTighe 2005) (SSCEDTool Kit)
  • 11. Stage1: Identify Desired Results Stage 2: Determine Acceptable Evidence Stage 3: Plan Learning Experiences and Instruction THE BACKWARD DESIGN APPROACH CONSISTS OFTHREE GENERAL STAGES:
  • 12. STAGES OF BACKWARD DESIGN (McTighe & Wiggins, 2004)
  • 13. To what extent does the design focus on the big ideas of targeted content? STAGE1: IDENTIFY DESIRED RESULTS (Wiggins & McTighe, 2005)
  • 14. STAGE1: IDENTIFY DESIRED RESULTS WORTH BEING FAMILIAR WITH IMPORTANTTO KNOW AND DO “ENDURING” UNDERSTANDING KNOWLEDGE THAT IS WORTH BEING FAMILIAR WITH KNOWLEDGE AND SKILLS THAT ARE IMPORTANT TO KNOW AND DO UNDERSTANDINGS THAT ARE ENDURING
  • 15. STAGE1: IDENTIFY DESIRED RESULTS • What long-term transfer goals are targeted? • What meanings should students make? • What essential questions will students explore? • What knowledge & skill will students acquire? (Wiggins & McTighe, 2005, pp. 105-125)
  • 16. STAGE1: DEVELOPING ESSENTIAL QUESTIONS An essential question is: • is open ended; has no simple “right answer.” • is meant to be investigated, argued, looked at from different points of view. • encourages active “meaning making” by the learner about important ideas. • raises other important questions. • naturally arises in everyday life, and/or in “doing” the subject. • constantly and appropriately recurs; it can fruitfully be asked and re- asked over time. (McTighe & Wiggins, 2013)
  • 17. Essential Questions Not Essential Questions • How do the arts shape, as well as reflect, a culture? • What common artistic symbols were used by the Incas and the Mayans? • What do effective problem solvers do when they get stuck? • What steps did you follow to get your answer? • How strong is the scientific evidence? • What is a variable in scientific investigations? • Is there ever a "just" war? • What key event sparked World War I? • How can I sound more like a native speaker? • What are common Spanish colloquialisms? • Who is a true friend? • Who is Maggie's best friend in the story? WHAT MAKES A QUESTION ESSENTIAL? (McTighe & Wiggins, 2013)
  • 18. Question Is it Essential? 1. In what year was the Battle of Hastings fought? Yes/No 2. How do effective writers hook and hold their readers? Yes/No 3. Is biology destiny? Yes/No 4. Onomatopoeia—what's up with that? Yes/No 5. What are examples of animals adapting to their environment? Yes/No 6. What are the limits of arithmetic? Yes/No IS IT ESSENTIAL? (McTighe & Wiggins, 2004, p. 4)
  • 19. Question Is the question essential? Commentary 1. In what year was the Battle of Hastings fought? No This is a factual question with a single correct answer. 2. How do effective writers hook and hold their readers? Yes This is a rich question for exploring the many facets of effective writing, including different genres, audience/purpose connections, writer's voice, and organizational structures. 3. Is biology destiny? Yes This is intended to be a thought-provoking, open question with many nuances (so don't be fooled by the phrasing). 4. Onomatopoeia— what's up with that? No Although the format of the question may wake up a sleepy student, it doesn't really open up worthy inquiry. At best, it can lead to a definition of a new term. 5. What are examples of animals adapting to their environment? No This is a useful question for helping students understand the concept of adaptation in various manifestations; however, there are specific answers that could be found in a book. 6. What are the limits of arithmetic? Yes This is an open question, widely applicable across mathematical topics across the grades; the question helps students come to understand an abstract yet important idea: mathematics involves tools and methods that have both strengths and limitations. (McTighe & Wiggins, 2004, p. 15) ANSWERS
  • 20. YOURTURN With your content team, develop 5 essential questions pertaining to established goals or selectedTEKS.
  • 21. YOURTURN Do your questions meet the following criteria? Essential Questions are: • Asked to stimulate ongoing thinking and inquiry • Raise more questions • Spark discussion and debate • Asked and re-asked throughout the unit • Demand justification and support • "Answers" may change as understanding deepens (McTighe & Wiggins, 2004)
  • 22. BREAK FOR 10 MINUTES
  • 23. SHARE OUT How is developing essential questions different from writing leading questions? • I was surprised… • I found that… • I realized that… • I learned...
  • 24. To what extent do the assessments provide fair, valid, reliable and sufficient measures of the desired results? STAGE 2: DETERMINE ACCEPTABLE EVIDENCE (McTighe & Wiggins, 2005, p. 146)
  • 25. LET’S DISCUSS • What are the purposes of assessment? • What are ways to assess? • How do we decide if an assessment is aligned with the curriculum? Post your group responses on this collaborative google doc. Please feel free to comment on other groups responses ! http://tinyurl.com/pumldl6
  • 26. • What performances and products will reveal evidence of meaning- making and transfer? • What additional evidence will be collected for other desired results? STAGE 2: DETERMINE ACCEPTABLE EVIDENCE (McTighe & Wiggins, 2005, p. 146)
  • 27. • What activities, experiences, and lessons will lead to achievement of the desired results and success at the assessments? • How will the learning plan help students of Acquisition, Meaning Making, andTransfer? • How will the unit be sequenced and differentiated to optimize achievement for all learners? STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION (McTighe & Wiggins, 2005, pp. 197-222)
  • 28. WHERETO Acronym for considering and self-assessing the key elements and logic of a learning plan: (McTighe & Wiggins, 2005)
  • 29. Where: ensuring that the student sees the big picture WHERETO
  • 30. ! Hook: engaging the student in thought- provoking experiences, challenges and questions at the heart of the unit WHERETO
  • 31. ! Equip & Experience: providing the student with the tools, resources, skill, and information needed to achieve the desired understandings; and successfully accomplish the performance tasks WHERETO
  • 32. Rethink: enhance understanding by shifting perspective, considering different theories, challenging prior assumptions, introducing new evidence and ideas, etc. WHERETO
  • 33. Evaluate: ensuring that students get diagnostic and formative feedback, and opportunities to self-assess and self-adjust WHERETO
  • 34. ! Tailor: Personalize the learning through differentiated instruction, assignments and assessments without sacrificing validity or rigor WHERETO
  • 35. Organize: Sequence the work to suit the understanding goals WHERETO
  • 36. TIMETO PUT TOGETHER THE PIECES Developing an Action Plan using Backwards Design
  • 37. (McTighe & Wiggins, 2004)
  • 38. CONTENTTEAM WORKTIME
  • 39. REFLECTION How is this different from how you currently design? What did you discover by designing in this way? Post your Backward Design reflection on Today’s Meet: https://todaysmeet.com/ BackwardsDesignReflection
  • 40. BREAK FOR 10 MINUTES
  • 41. 6 FACETS OF UNDERSTANDING • Can Explain • Can Interpret • Can Apply • Has Perspective • Can Empathize • Has Self-Knowledge (McTighe & Wiggins, 2004, p. 23)
  • 42. OLDVS. NEW BLOOM’STAXONOMY OF COGNITIVE DOMAIN - Knowledge vs Remembering - Comprehension vs Understanding - Application vs Applying - Analysis vs Analyzing - Synthesis vs Evaluating - Evaluation vs Creating (Robinson, 2009, pp. 25-27)
  • 43. HOW DO STUDENTS LEARN BEST?
  • 44. MAKING LEARNING MEANINGFUL
  • 45. WHY TECHNOLOGY? Enhancement Transformational
  • 46. OUR LEARNERS NEED ATHINKING CURRICULUMTHAT IS RELEVANT TO THEM “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” - AlvinToffler • Competition - with themselves • Cooperation - with others • Collaboration - learning is social
  • 47. TECHNOLOGY AS ATOOL FOR DIFFERENTIATION Teachers, students, and districts benefit by “working smarter” and using technology and other vehicles to collaboratively design, share, and critique units of study. (Tomlinson & McTighe, 2006, p. 11)
  • 48. THETRUTH ABOUTTECHNOLOGY INTHE CLASSROOM • Technology enables them to reinforce and expand on content (74%), • to motivate students to learn (74%),  • and to respond to a variety of learning styles (73%).  • Seven in 10 teachers (69%) surveyed said educational technology allows them to “do much more than ever before” for their students. (PBS, 2013)
  • 49. REFLECTION • What role does technology play in the development of a viable and relevant curriculum? • Why should we be intentional in planning for learning with and through technology? • How does this “fit” in the backward design process? TWEET your reflection to #UbDwithTECH
  • 50. THE LEARNING ENVIRONMENT
  • 51. MAKING ITTRANSLATE: EFFECTIVE INSTRUCTIONAL SKILLS • The teacher in the classroom makes the difference. • Teacher behaviors have a direct link to student achievement • Classroom instruction and climate have nearly as much impact on learning as student aptitude. (Marzano, 2009)
  • 52. EFFECTIVE INSTRUCTION “In effective classrooms, teachers consistently attend to at least four elements: 1. whom they teach (students), 2. where they teach (learning environment), 3. what they teach (content), and 4. how they teach (instruction). 
 If teachers lose sight of any one of the elements and cease investing effort in it, the whole fabric of their work is damaged and the quality of learning impaired.” (McTighe & Wiggins, 2005, p. 2)
  • 53. LONG STORY SHORT… THE TEACHER MATTERS!!!
  • 54. MOVING FORWARD • As an effective instructional leader, you will work with your team to implement UbD to support student learning and achievement. • Quality control: CCAPS, Benchmarks, Instructional Rounds, Backward Design planning process, quarterly curriculum reviews • Support: PLCs, Instructional Walkthroughs, Feedback,Vertical Teams
  • 55. IN CLOSING: UBD BIG IDEAS 1. The primary goal of quality curriculum design is to develop and deepen student understanding. 2. Evidence of student understanding is revealed when students apply (transfer) knowledge in authentic contexts. 3. Effective curriculum development following the principles of backward design helps avoid the twin problems of textbook coverage and activity-oriented teaching in which no clear priorities and purposes are apparent. 4. Regular reviews of curriculum and assessment designs, based on design standards, provide quality control and inform needed adjustments. (Tomlinson & McTighe, 2006, pp. 1-11)
  • 56. IN CLOSING: UBD BIG IDEAS, CONT. 5. Teachers provide opportunities for students to explore, interpret, apply, shift perspectives, empathize, and self-assess.These six facets provide conceptual lenses through which student understanding is assessed. 6. Teachers, students, and districts benefit by “working smarter” and using technology and other vehicles to collaboratively design, share, and critique units of study. 7. UbD is not a program, but a way of thinking, not a program. with the goal of promoting better student understanding. (Tomlinson & McTighe, 2006, pp. 1-11)
  • 57. REFERENCES Marzano, R. J. (2009). Designing & teaching learning goals & objectives. Bloomington, IN: Marzano Research Laboratory. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement.Alexandria,VA:Association for Supervision and Curriculum Development. McTighe, J., & Wiggins, G. P. (2013). Essential questions: opening doors to student understanding. :Association for Supervision and Curriculum Development. McTighe, J., & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook.ASCD:Alexandria, Virginia USA. PBS Survey FindsTeachers Are Embracing Digital Resources to Propel Learning : PBS. (2013, February 4). Retrieved July 23, 2014, from http://www.pbs.org/about/news/archive/ 2013/teacher-tech-survey/ Robinson, C. (2009,April). Using ASQ’s body of knowledge to answer common questions. Journal for Quality and Participation, 25-27.
  • 58. REFERENCES, CONT. SSCEDTool Kit. (n. d.). Understanding by design. Retrieved July 28, 2014, from https://elearn.uta.edu/ bbcswebdav/pid-3191952-dt-content-rid-23931259_2/courses/2145-CURRICULUM- DESIGN-53902-011/UbD.pdf Tomlinson, C.A., & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: Connecting content and kids.Alexadria,VA:Association for Supervision and Curriculum Development. Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd edition).Alexandria, VA:Association for Supervision and Curriculum Development. Youtube.com. (nd). Learning to change, changing to learn. Retrieved on Sept. 8, 2010, from http:// www.youtube.com/watch?v=tahTKdEUAPk Youtube.com. (nd). Pay attention. Retrieved on July. 28, 2014, from http://www.youtube.com/watch? v=aEFKfXiCbLw&feature=related Youtube.com. (nd).Three steps for 21st century learning. Retrieved on Sept. 8, 2010, from http:// www.youtube.com/watch?v=aPQlu5Vxm28 Youtube.com. (nd).Why is Creativity Important in Education? Sir Ken RobinsonVideo Series from Adobe Education. Retrieved July 17, 2014, from https://www.youtube.com/watch?v=ywIhJ2goiGE