“Enriching Computer
Curriculum with UBD”
“Enriching Computer
Curriculum with UBD”
“To begin with the end in mind means to
start with a clear understanding of your
destination. It means to know where you’r...
Learning Objectives
 • define understanding from the UBD
 perspective
• explain how the 3 stages of UBD
facilitate learnin...
Sequence from 1-10; 1 as the
  first task to be carried out




           Short Activity
3   Teaching or implementing the plan
    Administering formative
6
    assessment
2   P lanning the teaching-learning act...
10
     P roviding intervention

1    Identifying the objectives/goals

7    Administering summative assessment

4    Iden...
Teachers are designers of
   learning, of environments, of
    students' experience. More
    specifically, they claim tha...
CHANGES TO DEPED
No. 472 s.2009   MEMORANDUM NO. 431, S. 2009
                 (National Education Conference on
         ...
PCMed-TechnoKids
“Enriching Computer
Curriculum with UBD”


    + UBD = ?
WBLS has 7 Mastery Skills:

1.Learning to THINK
2.Learning to INTUIT
3.Learning to FEEL
4.Learning to DO
5.Learn to COMMUN...
Grantt Wiggins   UBD?
Jay McTighe
   Challenge
How does UbD differ from our
  conventional thinking about
    teaching and learning?

           Answer:
      UBD gives ...
The primary goal of UBD is
 student understanding

             that is,
the ability to make meaning
      of BIG ideas an...
Note:
   In UbD, we design a unit (not a
 lesson)which may be composed of
topics taught for 6 days to 20 days.
Stages of Backward Design




     - Grant Wiggins & Jay McTighe
Sequence of Teaching with UBD
Sequence of Teaching with UBD
Sequence of Teaching with UBD
- Grant Wiggins & Jay McTighe
- Grant Wiggins & Jay McTighe
Learning for Understanding
Stage 1 – Desired Results
Transfer(or Established) goals =
Include the National (Department
of Education), local or
profes...
Transfer Goal
• States the long term
accomplishments that students
should be able to do with
knowledge and skill, on their...
Goal for Mental Process: Different levels
of Complexity Using the New Taxonomy
Enduring Understanding
• Cannot be transmitted ; must be
earned by the learner
• Is a meaningful “big idea”, the moral
of ...
BIG IDEA
• refers to transferable concepts,
principles, and theories that should
serve as focal point of curricula,
instru...
Essential Questions
• are open-ended provocative
 questions (no simple right answer)
• designed to guide student inquiry a...
Knowledge and
               Skills
• are more discrete objectives that
we want students to know and able
to do.
• specify...
Values Integration / Disposition

• Accuracy in typing the source
  code
• Patience in debugging a program
• Listening wit...
STAGE 2 :
   Assessment Evidence
Students should be presumed
   innocent of understanding
     until proven guilty by a
 p...
- Grant Wiggins & Jay McTighe
Performance Task
• Should be written in the GRASPS
format to make assessment task more
authentic and engaging.
• Students ...
GRASPS

  G – The goal or
challenge statement
  in the scenario
GRASPS

R – The role of the
student plays the
     scenario
GRASPS

 A – The audience or
client that the student
must be concerned with
   in doing the task
GRASPS

 S – The particular
situation or setting
  context and its
  constraints and
   opportunities
GRASPS

 P – The specific
 performance or
product expected
GRASPS

    S – The standard or
criteria by which the work
      will be judged
6 Facets of Understanding
          1.Explanation
          2.Interpretation
          3.Application
          4.Perspecti...
Assessment

R – The role of the
student plays the
     scenario
STAGE 3 :
       Learning Plan
  planning learning experiences and
instruction, details students' activities
   throughout...
- Grant Wiggins & Jay McTighe
WHERETO

• Where is the unit heading and
   why?
• Hook and hold students’ attention.
• Equip students with necessary
  ex...
WHERETO
• Allow students to rethink ideas,
  reflect on progress, and revise
  their work.
• Allow opportunities for stude...
Sample Unit Design
• UbD Sample Template
• Sample 1: Algebra
• Sample 2:Health
• UBD Presentation
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UBD presentation

  1. 1. “Enriching Computer Curriculum with UBD”
  2. 2. “Enriching Computer Curriculum with UBD”
  3. 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. 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. 5. Sequence from 1-10; 1 as the first task to be carried out Short Activity
  6. 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. 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. 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. 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. 10. PCMed-TechnoKids
  11. 11. “Enriching Computer Curriculum with UBD” + UBD = ?
  12. 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. 13. Grantt Wiggins UBD? Jay McTighe Challenge
  14. 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. 15. The primary goal of UBD is student understanding that is, the ability to make meaning of BIG ideas and transfer their learning
  16. 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. 17. Stages of Backward Design - Grant Wiggins & Jay McTighe
  18. 18. Sequence of Teaching with UBD
  19. 19. Sequence of Teaching with UBD
  20. 20. Sequence of Teaching with UBD
  21. 21. - Grant Wiggins & Jay McTighe
  22. 22. - Grant Wiggins & Jay McTighe
  23. 23. Learning for Understanding
  24. 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. 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. 26. Goal for Mental Process: Different levels of Complexity Using the New Taxonomy
  27. 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. 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. 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. 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. 31. Values Integration / Disposition • Accuracy in typing the source code • Patience in debugging a program • Listening with empathy • Sharing and Respect others
  32. 32. STAGE 2 : Assessment Evidence Students should be presumed innocent of understanding until proven guilty by a preponderance of evidence.
  33. 33. - Grant Wiggins & Jay McTighe
  34. 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. 35. GRASPS G – The goal or challenge statement in the scenario
  36. 36. GRASPS R – The role of the student plays the scenario
  37. 37. GRASPS A – The audience or client that the student must be concerned with in doing the task
  38. 38. GRASPS S – The particular situation or setting context and its constraints and opportunities
  39. 39. GRASPS P – The specific performance or product expected
  40. 40. GRASPS S – The standard or criteria by which the work will be judged
  41. 41. 6 Facets of Understanding 1.Explanation 2.Interpretation 3.Application 4.Perspective 5.Empathy 6.Self Knowledge
  42. 42. Assessment R – The role of the student plays the scenario
  43. 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. 44. - Grant Wiggins & Jay McTighe
  45. 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. 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. 47. Sample Unit Design • UbD Sample Template • Sample 1: Algebra • Sample 2:Health • UBD Presentation
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