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  • so great!
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  • :))
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  • nice and I'm gonna try this later on.... ill study first the techniques.
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  • There is no really harm in trying, besides we are on a fast paced era of technology, our strategies & methods in teaching must also changed to improve our selves & others. Importantly, be positive always inside & out. Complaining will only add injury to the soul. Besides Studs will be excited w/ the new UBD. :)
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  • the students haven't the same level how they can succeed and pass all of them ?
    i don't understand clearly the new way of teaching ? the teacher has to provide curriculum and extra work beside working at school ?????
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  • 1. “Enriching Computer Curriculum with UBD”
  • 2. “Enriching Computer Curriculum with UBD”
  • 3. “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” - Stephen R. Covey, The 7 Habits of Highly Effective People
  • 4. Learning Objectives • define understanding from the UBD perspective • explain how the 3 stages of UBD facilitate learning • prepare concept matrix and performance matrix as well the learning plans showing UBD integration
  • 5. Sequence from 1-10; 1 as the first task to be carried out Short Activity
  • 6. 3 Teaching or implementing the plan Administering formative 6 assessment 2 P lanning the teaching-learning activities 8 M onitoring learning outcomes 5 D esigning assessment means
  • 7. 10 P roviding intervention 1 Identifying the objectives/goals 7 Administering summative assessment 4 Identifying the topic/subtopic of the lesson 9 Feedback of students’ learning outcomes
  • 8. Teachers are designers of learning, of environments, of students' experience. More specifically, they claim that teachers can increase the effectiveness of their teaching by employing a process that they call "backward design." - Grant Wiggins & Jay McTighe
  • 9. CHANGES TO DEPED No. 472 s.2009 MEMORANDUM NO. 431, S. 2009 (National Education Conference on Understanding by Design) NATIONAL EDUCATION No. 431 s.2009 CONFERENCE ON UNDERSTANDING BY DESIGN SEMINAR TRAINING-WORKSHOP ON No. 48 s.2010 UNDERSTANDING BY DESIGN IN ACTION: REDESIGNING TEACHING AND LEARNING ACROSS CONTENT AREAS NATIONAL SEMINAR ON TEACHING No. 13 s.2010 SCIENCE THROUGH UNDERSTANDING BY DESIGN
  • 10. PCMed-TechnoKids
  • 11. “Enriching Computer Curriculum with UBD” + UBD = ?
  • 12. WBLS has 7 Mastery Skills: 1.Learning to THINK 2.Learning to INTUIT 3.Learning to FEEL 4.Learning to DO 5.Learn to COMMUNICATE 6.Learning to LEAD 7.Learning to BE
  • 13. Grantt Wiggins UBD? Jay McTighe Challenge
  • 14. How does UbD differ from our conventional thinking about teaching and learning? Answer: UBD gives serious consideration to the meaning of understanding - Grant Wiggins & Jay McTighe
  • 15. The primary goal of UBD is student understanding that is, the ability to make meaning of BIG ideas and transfer their learning
  • 16. Note: In UbD, we design a unit (not a lesson)which may be composed of topics taught for 6 days to 20 days.
  • 17. Stages of Backward Design - Grant Wiggins & Jay McTighe
  • 18. Sequence of Teaching with UBD
  • 19. Sequence of Teaching with UBD
  • 20. Sequence of Teaching with UBD
  • 21. - Grant Wiggins & Jay McTighe
  • 22. - Grant Wiggins & Jay McTighe
  • 23. Learning for Understanding
  • 24. Stage 1 – Desired Results Transfer(or Established) goals = Include the National (Department of Education), local or professional standards; course or program objectives and school learner outcome
  • 25. Transfer Goal • States the long term accomplishments that students should be able to do with knowledge and skill, on their own • Answers the question Why and What?
  • 26. Goal for Mental Process: Different levels of Complexity Using the New Taxonomy
  • 27. Enduring Understanding • Cannot be transmitted ; must be earned by the learner • Is a meaningful “big idea”, the moral of the story of the unit • Make sense of otherwise discrete, • Facts- it connects the dots
  • 28. BIG IDEA • refers to transferable concepts, principles, and theories that should serve as focal point of curricula, instruction and assessment. • helps to connect the discrete facts and skills.
  • 29. Essential Questions • are open-ended provocative questions (no simple right answer) • designed to guide student inquiry and focus instruction •Is meant to be investigated and encourages active “meaning making” by the learner about the important ideas.
  • 30. Knowledge and Skills • are more discrete objectives that we want students to know and able to do. • specify what students should know and be able to do a result of the unit.
  • 31. Values Integration / Disposition • Accuracy in typing the source code • Patience in debugging a program • Listening with empathy • Sharing and Respect others
  • 32. STAGE 2 : Assessment Evidence Students should be presumed innocent of understanding until proven guilty by a preponderance of evidence.
  • 33. - Grant Wiggins & Jay McTighe
  • 34. Performance Task • Should be written in the GRASPS format to make assessment task more authentic and engaging. • Students must be given challenging questions, with increasing difficulty and increasing repertoire.
  • 35. GRASPS G – The goal or challenge statement in the scenario
  • 36. GRASPS R – The role of the student plays the scenario
  • 37. GRASPS A – The audience or client that the student must be concerned with in doing the task
  • 38. GRASPS S – The particular situation or setting context and its constraints and opportunities
  • 39. GRASPS P – The specific performance or product expected
  • 40. GRASPS S – The standard or criteria by which the work will be judged
  • 41. 6 Facets of Understanding 1.Explanation 2.Interpretation 3.Application 4.Perspective 5.Empathy 6.Self Knowledge
  • 42. Assessment R – The role of the student plays the scenario
  • 43. STAGE 3 : Learning Plan planning learning experiences and instruction, details students' activities throughout the class, lists which resources to be used, and evaluates if these activities and resources follow the WHERETO criteria.
  • 44. - Grant Wiggins & Jay McTighe
  • 45. WHERETO • Where is the unit heading and why? • Hook and hold students’ attention. • Equip students with necessary experiences, tools, knowledge to meet goals.
  • 46. WHERETO • Allow students to rethink ideas, reflect on progress, and revise their work. • Allow opportunities for students to evaluate progress. • Tailor to students needs • Organize to optimize understanding
  • 47. Sample Unit Design • UbD Sample Template • Sample 1: Algebra • Sample 2:Health • UBD Presentation