Published on

Published in: Design
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Deb-We are going to give a quick review/overview of UBD This is probably a review for most-- new for some-
  • Karen Basically this is a three step process- Take a look at the Unit/Lesson Plan Template in front of you Stage 1-Desired Results Stage 2-Acceptable Evidence or Assessment Stage 3-which is basically the Learning Plan Why Backwards? Egyptian example- Years ago- when creating lesson plans, we were given topics to “cover” For example “Ancient Egypt” We came up with very creative activities for our students to learn about the pyramids, mummification, the Gods, Geographically we looked at how the Nile river overflowed- all these great activities, but the learning that took place was hap-hazard. Students took away from these activities, the things that they wanted to- and the lessons were disconnected- Then Grant Wiggins came around and literally turned everything upside down- he asked us to First think about the enduring understandings- he asked us to frame the learning experience using essential questions, then to look at assessment and then lastly to plan the activities. This is where the name “Backwards Design” comes from. So in the Ancient Egypt example- we would first determine that what we really want students to take away from the unit is “What life was like in ancient Egypt” We may use the essential question, “What was a good life for an ancient Egyptian?” All activities would be centered around and connected to this main understanding. Students would be trying to answer this essential question. Rather than taking away from the unit on Ancient Egypt- that “Pyramids are cool” or “Mummification process is groce” Students would hopefully be able to understand, What life was like in Ancient Egypt.
  • Mike-Content Standard- This is where you put your power standards-What is worthy of understanding-we did this with whatsher face- What enduring understandings are desired? What do you want your kids to leave knowing? Understanding-Students will understand that… Essential Questions-we’ll talk about this in a minute Objectives-What Students will know… What Students will be able… Summary of what your students will take away at the end of the unit.
  • Karen-What exactly is an essential question? Why use them? For decades students have been sent to the library to "find out about" some topic. This tradition has led to information gathering but little analysis or thought Essential Question lead students to deeper understanding. They have to evaluate, analyze and synthesize information to get to the heart of the essential question- Essential Questions spark our curiosity-We want to find out more-! They engage students in real problem solving They naturally lead us to crossing disciplines-If I have to figure out how the ancient Egyptians moved those bricks to build the pyramids- you can be sure there will be some mathematical formulas involved- Essential Questions can’t really be answered without asking other questions- This leads students to ask more questions, find answers and then construct their meaning- They can’t just copy and paste. Finally Trying to find the answer to Essential questions-lends itself to fostering 21 st century learning -
  • Deb
  • Deb Yet focus on the big idea 2.requires high level cognitive work-evaluation or judgment 3. Engages students-motivates 4.contain only a handful of words, but demand a lot-
  • Mike
  • Karen Here is an example of Health Unit These are the desired student understandings- What might be an essential question? We are going to ask you to take just a minute at your table to discuss what might be a possible essential question 1 min- possible questions? share
  • Karen –Here is what we came up with- All the activities we do with students will help us to create answers to help understand this big idea.
  • Mike-How will we know if students have achieved the desired results and met the standards? What will we accept as evidence of student understanding and proficiency? Some of these we have been working on all year- called Common formative assessments? Rubrics? We will do some more work around rubrics next year-
  • Karen-This basically is the Learning Plan-Stage 3 on the handout What activities will we create in order for students to achieve our desired results- After working out the enduring understandings, the essential question and what will be the assessment- this becomes the easy part- As I mentioned before- all the activities we plan, now have a framework-the essential question- This is the place where you will be incorporating 21 st century skills. On the handout, you will also see a box with an acronym “Whereto” this will help guide you as you work through planning your activities.
  • Mike-This section of the plan is where you will embed opportunities for students to practice 21 st century skills- UBD and Essential Questions naturally lead us to creating activities which provide opportunities for students to use these skills.
  • Deb-Uses language effectively-Is sensitive to the uses of language, Writes Clearly and persuasively Understands musical structure and composition- communicates by writing or playing music Reasons logically in math terms. Recognizes patterns in phenomena. Formulates and tests hypotheses and solves problems in math and science Perceives the world in visual terms Notice and remembers visual details. Can recreate things after seeing them Uses body skillfully. Manipulates things well with hands. Uses tools skillfully. Is an introspective thinker. Is aware of one’s own motives. Has heightened metacognitive abilities. Notices moods and changes in others. Can identify motives in others’ behavior. Relates well with others Can discriminate among living things
  • Karen-Here are some resources- Just before the meeting these were emailed to you- Also Deb, Deb Klier, Mary Kelly and myself are working on an electronic copy of the template you have in front of you. You will be able to type right in it and save it- We are also working with Lee in order to have a folder on the server- where everyone will be able to save their plans- Directions on how to save to this folder will be coming to you shortly. This Powerpoint is also on slideshare and the link to it is in the email I sent you before the meeting.
  • SHS

    1. 1. Understanding by Design Grant Wiggins
    2. 2. UBD Three Stages <ul><li>Identify Desired Results </li></ul><ul><li>Determine Acceptable Evidence </li></ul><ul><li>Plan learning experience and instruction </li></ul>
    3. 3. Desired Results Stage 1
    4. 4. Why Essential Questions… <ul><li>Reside at the top of Bloom's Taxonomy </li></ul><ul><li>Spark our curiosity and sense of wonder </li></ul><ul><li>Engage students in the kinds of real life applied problem-solving </li></ul><ul><li>Usually lend themselves well to multidisciplinary investigations </li></ul><ul><li>Students must construct their own answers(no plagiarizing - yes, actual thinking!) </li></ul><ul><li>Evoke 21 st Century Learning </li></ul>
    5. 5. Essential Questions… <ul><li>Are important questions that recur throughout all our lives </li></ul><ul><li>Are broad in scope and timeless by nature </li></ul><ul><li>Point to the core of big ideas in a subject </li></ul>
    6. 6. Criteria for Essential Questions <ul><li>Open ended </li></ul><ul><li>Nonjudgmental </li></ul><ul><li>Emotive Force-Intellectual bite </li></ul><ul><li>Succinct </li></ul>
    7. 7. Example Essential Questions <ul><li>Must a story have a beginning, middle and end? </li></ul><ul><li>Who will survive? </li></ul><ul><li>Is US history a history of progress? </li></ul><ul><li>Can liberty and security be balanced? </li></ul><ul><li>Is there enough to go around? </li></ul><ul><li>Are mathematical ideas inventions or discoveries? </li></ul><ul><li>Are technological advances our friends or enemies? </li></ul><ul><li>Does art imitate life of vice versa? </li></ul>
    8. 8. Example Essential Questions <ul><li>Desired Student Understandings: </li></ul><ul><li>Elements of “wellness” </li></ul><ul><li>Healthy habits </li></ul><ul><li>Nutrition/diet </li></ul><ul><li>Exercise </li></ul><ul><li>Mental Health </li></ul>
    9. 9. Example Essential Questions <ul><li>What does it mean to lead a healthy life? </li></ul><ul><li>What is wellness? </li></ul>
    10. 10. Determine Acceptable Evidence Stage 2
    11. 11. Plan the Learning Experience and Instruction Stage 3
    12. 12. 21 st Century Skills <ul><li>Critical Thinking & Problem Solving </li></ul><ul><li>Collaboration & Leadership </li></ul><ul><li>Agility & Adaptability </li></ul><ul><li>Initiative & Entrepreneurialism </li></ul><ul><li>Effective Oral & Written Communication </li></ul><ul><li>Accessing & Analyzing Information </li></ul><ul><li>Curiosity & Imagination </li></ul>
    13. 13. Modes/Intelligences <ul><li>Linguistic </li></ul><ul><li>Musical </li></ul><ul><li>Logical-Mathematical </li></ul><ul><li>Spatial </li></ul><ul><li>Bodily-kinesthetic </li></ul><ul><li>Intrapersonal </li></ul><ul><li>Interpersonal </li></ul><ul><li>Naturalist </li></ul>
    14. 14. Resources <ul><li>Wiggins, Grant and Jay McTighe. Understanding by Design . VA:ASCD, 2005. Print. </li></ul><ul><li>Great places for essential questions: </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul>