UBD and Virtual Project based learning


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UBD and Virtual Project based learning

  1. 1. Understanding by Design Highlights of the Work of Grant Wiggins and Jay McTighe by Sandy Stuart-Bayer Lee’s Summit High School Library
  2. 2. Understanding by Design <ul><li>“ Backward Design” focus: </li></ul><ul><ul><li>Clarify results and evidence of them before designing lessons. </li></ul></ul><ul><li>Teaching for understanding is the goal of teaching and compatible with standards-based curricula. </li></ul><ul><li>UbD is a way of thinking more carefully about design, not a program. </li></ul>
  3. 3. Understanding by Design <ul><li>Thinking like an assessor, not only an activity designer, is key to effective design. </li></ul><ul><li>Overcoming the “twin sins” of “aimless activity” and “superficial coverage”. </li></ul><ul><li>The work is only “coverage” or “nice activity” unless focused on questions and big ideas, related to the Standards. </li></ul>
  4. 4. 3 Stages of “Backward” Design <ul><li>Identify desired results </li></ul><ul><li>Determine acceptable evidence </li></ul><ul><li>Plan learning experiences & instruction. </li></ul>Then and only then
  5. 5. The Understanding <ul><li>Insightful use of knowledge and skill, observable in performance </li></ul><ul><li>Revealed via the “six facets” </li></ul><ul><ul><li>(Think Blume-See handout) </li></ul></ul><ul><li>Essential for maximal recall and apt transfer of “content” to new situations </li></ul><ul><li>Reflective, recursive “spiral” </li></ul><ul><ul><li>Conventional linear [textbook-driven] scope and sequence is a major impediment to developing understanding. </li></ul></ul>
  6. 6. 3 Stages of “Backward” Design <ul><li>Identify desired results </li></ul><ul><li>Determine acceptable evidence </li></ul><ul><li>Plan learning experiences & instruction. </li></ul>Then and only then
  7. 7. Stage 1 Identify desired results <ul><li>Consists of four components </li></ul><ul><ul><li>Content standards </li></ul></ul><ul><ul><li>Understandings </li></ul></ul><ul><ul><li>Essential questions </li></ul></ul><ul><ul><li>Knowledge and skills </li></ul></ul><ul><li>Key: Focus on Big Ideas! </li></ul>
  8. 8. Some questions for identifying truly “big ideas” <ul><li>Does it have many layers and nuances, not obvious to the naïve or inexperienced person? </li></ul><ul><li>Does it yield optimal depth and breadth of insight into the subject? </li></ul><ul><li>Do you have to dig deep to really understand its meanings and implications even if you have a surface grasp of it? </li></ul>
  9. 9. Some questions for identifying truly “big ideas” cont. <ul><li>Is it (therefore) prone to misunderstanding as well as disagreement? </li></ul><ul><li>Are you likely to change your mind about its meaning and importance over a lifetime? </li></ul><ul><li>Does it reflect the core ideas as judged by experts? </li></ul>
  10. 10. The Big Ideas <ul><li>To determine the Big Ideas for your unit or course, ask yourself… </li></ul><ul><ul><li>Why? So what? </li></ul></ul><ul><ul><li>What is the “moral of the story”? </li></ul></ul><ul><ul><li>How is _____ applied in the world beyond the classroom? </li></ul></ul><ul><ul><li>What couldn’t we do if we didn’t understand _____? </li></ul></ul><ul><ul><li>Avoid truisms, facts, definitions! </li></ul></ul>
  11. 11. Example: Bill of Rights Redux <ul><li>Content Standards </li></ul><ul><li>Understandings (The Big Ideas) </li></ul><ul><ul><li>Students will understand that: </li></ul></ul>
  12. 12. Essential questions <ul><li>Are arguable-and important to argue about. </li></ul><ul><li>Are at the heart of the subject. </li></ul><ul><li>Recur--and should recur--in professional work, adult life, as well as in the classroom inquiry. </li></ul><ul><li>Raise more questions-provoking and sustaining engaged inquiry. </li></ul><ul><li>Often raise important conceptual or philosophical issues. </li></ul><ul><li>Can provide purpose for learning. </li></ul>
  13. 13. Essential vs. leading Q’s <ul><li>Essential </li></ul><ul><ul><li>Asked to be argued </li></ul></ul><ul><ul><li>Designed to “uncover” new ideas, views, lines of argument </li></ul></ul><ul><ul><li>Set up inquiry, heading to new understandings. </li></ul></ul><ul><li>Leading </li></ul><ul><ul><li>Asked as a reminder, to prompt recall </li></ul></ul><ul><ul><li>Designed to “cover” knowledge </li></ul></ul><ul><ul><li>Point to a single, straightforward fact-a rhetorical question </li></ul></ul>
  14. 14. Tips for Using Essential Qs <ul><li>use E.Q.s to organize programs, courses, and units of study. </li></ul><ul><li>“ less is more” </li></ul><ul><li>edit to make them “kid friendly” </li></ul><ul><li>post the questions </li></ul>
  15. 15. Knowledge and Skill <ul><li>Students will know… </li></ul><ul><li>Students will be able to… </li></ul><ul><li>Example: Bill of Rights </li></ul>
  16. 16. 3 Stages of “Backward” Design <ul><li>Identify desired results </li></ul><ul><li>Determine acceptable evidence </li></ul><ul><li>Plan learning experiences & instruction. </li></ul>Then and only then
  17. 17. Stage 2 - Assessment Evidence <ul><li>What are key complex performance tasks indicative of understanding? </li></ul><ul><li>What other evidence will be collected to build the case for understanding, knowledge, and skill. </li></ul><ul><li>How will students self-assess ? </li></ul>
  18. 18. Stage 2 is the essence of backward design & alignment <ul><li>“ Measure what we value; value and act on what we measure.” </li></ul><ul><li>Link assessment types to curricular priorities </li></ul>
  19. 19. Big Ideas Worth understanding Important to know& do Worth being Familiar with Assessment types <ul><li>Traditional </li></ul><ul><li>quizzes& tests </li></ul><ul><ul><li>paper/pencil </li></ul></ul><ul><ul><li>selected-response </li></ul></ul><ul><ul><li>constructed response </li></ul></ul><ul><li>Performance tasks </li></ul><ul><li>& projects </li></ul><ul><ul><li>open-ended </li></ul></ul><ul><ul><li>complex </li></ul></ul><ul><ul><li>authentic </li></ul></ul>
  20. 20. 2 Questions for a practical test of performance tasks: <ul><li>Could the performance be accomplished (or the test be passed) without in-depth understanding? </li></ul><ul><li>Could the specific performance be poor, but the student still understand the ideas in question? </li></ul><ul><li>The goal is to answer NO to both! </li></ul>
  21. 21. Scenarios for Authentic Tasks <ul><li>Build assessments anchored in authentic tasks using GRASPS: </li></ul><ul><ul><li>G-What is the Goal in the scenario? </li></ul></ul><ul><ul><li>R-What is the Role? </li></ul></ul><ul><ul><li>A-Who is the Audience? </li></ul></ul><ul><ul><li>S-What is your Situation (context)? </li></ul></ul><ul><ul><li>P-What is the Performance challenge? </li></ul></ul><ul><ul><li>S-By what Standards will work be judged in the scenario? </li></ul></ul>
  22. 22. Example: Bill of Rights Redux <ul><li>Lee’s Summit High School Library: Bill of Rights Redux </li></ul><ul><li>Example performance task as a Webquest. </li></ul><ul><li>Key Criteria and Other Evidence, including self-assessment </li></ul>
  23. 23. 3 Stages of “Backward” Design <ul><li>Identify desired results </li></ul><ul><li>Determine acceptable evidence </li></ul><ul><li>Plan learning experiences & instruction. </li></ul>Then and only then
  24. 24. Stage 3-Plan learning experience and instruction <ul><li>A focus on engaging and effective learning, “designed in” </li></ul><ul><ul><li>What learning experiences and instruction will promote the desired understanding, knowledge and skill? </li></ul></ul><ul><ul><li>How will you best promote the deepening of insight and interest? </li></ul></ul><ul><ul><li>How will you prepare students for the performance(s)? </li></ul></ul>
  25. 25. Organize by W.H.E.R.E. <ul><li>W = Where are we headed? and why ? (from the student’s perspective) </li></ul><ul><li>H = How will the student be ‘hooked’ ? </li></ul><ul><li>E = What opportunities will there be to be equipped and explore key ideas. </li></ul><ul><li>R = How will we provide opportunities to rethink , rehearse , refine and revise ? </li></ul><ul><li>E = How will students evaluate (so as to improve) their own performance? </li></ul>
  26. 26. For More Information <ul><li>Wiggins, Grant & McTighe, Jay. Understanding by Design . New York: Prentice Hall. 2000. </li></ul><ul><li>McKenzie, Jamie. Learning to Question, to Wonder, to Learn. New York: Linworth Publishing.2004. </li></ul>
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