Edpc605 chapter 3&4

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Edpc605 chapter 3&4

  1. 1. Understanding by Design Gaining Clarity on Our Goals
  2. 2. How to Use Backward Design – Stage 1  Use national, state, or provincial content standards as a starting point.  “Unpack” the nouns and verbs in the standards to point to the “big ideas”. Stated or implied Big Ideas in the Nouns and Adjectives. Stated or implied realworld performances in the verbs.  Use the template as a tool for developing a coherent, purposeful, and efficient design for learning.
  3. 3. NETS for Students http://www.iste.org/standards/standards-for-students/nets-student-standards-2007
  4. 4. Big Ideas…  It’s the central and organizing notion.  It’s the core idea in a subject  It has lasting value and transfers to other inquiries and requires uncovering because it is not obvious.
  5. 5. Essential Questions…  Have no simple ‘right answer; they are meant to be argued and discussed (discovered, uncovered)  Designed to provoke and sustain inquiry  Often address the foundational or historical issues of a subject  Lead to more questions  Naturally come back again when learning  Encourage ongoing re-thinking of big ideas, assumptions, prior learning (transference…)  Could be overarching or topical
  6. 6. Understandings…  Frame the desired understanding as a full-sentence generalization in response to the phrase, “Students will understand that…”  Beware of stating an understanding as a truism or vague generality. (Triangles have 3 sides – truism or vague generality?- The U.S. is a complex country – truism or vague generality?) – Check to see your stated understandings don’t end with an adjective (i.e. fractions are important)  Avoid the phrase, “Students will understand how to…”  “Understanding is the ability to transfer learning to new, different, and unique experiences” - Wiggins
  7. 7. Big Ideas, Understandings, and Essential Questions Big Idea Topic or Content Standard Understanding Understanding Essential Essential Question Question
  8. 8. Knowledge… What we want students to know  Vocabulary  Terminology  Definitions  Key factual information  Formulas  Critical details  Important events and people  Sequence and timeline
  9. 9. Skills… What we want students to be able to do  Basic skills – decoding, arithmetic computation  Communication skills – listening, speaking, writing  Thinking skills – compare, infer, analyze, interpret  Research, inquiry, investigation skills  Study skills – notetaking  Interpersonal group skills
  10. 10. Unpacking Goals – Method 1 Established Goals: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Stated or Implied BIG IDEAS In the NOUNS and ADJECTIVES: Understandings: Students will understand that… Knowledge: What we want students to know… Stated or Implied real-world Performances in the VERBS: Essential Questions: Skills: What we want students to do… Performance Task Ideas:
  11. 11. Stage 1 – Desired Results Applying Differentiation to the UbD Framework Establish Goal (Content Standards) Should not be differentiated Understandings Essential Questions Knowledge Skill May be differentiated Stage 2 – Assessment Evidence Performance Tasks Other Evidence Key Criteria Stage 3 – Learning Plan Should be differentiated
  12. 12. Six Facets of Understanding What to assess?
  13. 13. The argument for performance assessment as a necessity, not a luxury…… “Students must perform effectively with knowledge to convince us that they really understand what quizzes and short-answer tests only suggest they get”
  14. 14. Transfer: the link The six facets link the stages Use the six facets as the test of whether you are truly measuring “understanding” of the big ideas/essential questions
  15. 15. Explanation Insightful connections and illustrations Require students to explain what they know and good reasons in support of it Explain “why” it is correct
  16. 16. Interpretation: what does it mean? Show significance Reveal importance Recognize relevance
  17. 17. Application: use knowledge effectively “show understanding by using it, adapting it, customizing it” New situations, realistic context
  18. 18. Perspective: critical and insightful points of view Casting familiar ideas in a new light Expose questionable and unexamined assumptions
  19. 19. Empathy: walk in another’s shoes Ability to get inside another person’s feelings and viewpoint Differs from perspective Inside versus outside view
  20. 20. Self-knowledge: Wisdom to know one’s ignorance How thoughts and actions inform as well as prejudice understanding Must first understand ourselves before we understand the world

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