UBD and Virtual Project based learning
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UBD and Virtual Project based learning

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