UbD webbing activityHave participants do it individually Then share at their tables and fill in the chart on the chart paper provided.Place charts up at the front of the room for all to observe and pull the relevant information from.
Read these essential questions….next slide asks, if these are essential questions, what then is an essential question?
Brainstorm and discuss at tables.Solicit participant feedback.
What is estivation? No, just because it is a question, does not make it an essential question. The answer concerns facts. Estivation is summer hibernation.To what extent is geography destiny? Yes, it is debatable, discussable and could have various answersWhat is a linear equation? No, it is a factHow real and pressing is global warming? YesWhat is a “true” friend? YesWhat is the point of a semi-colons? Could go either way. If the unit explores the value of semi-colons rather than just the rules for use, it could be an essential question.
At tables, brainstorm on your own and then share out with groups.
At their tables, brainstorm and then debrief as a group
Civl War – no this is knowledgeSupply and Demand – yes it is something you come to understand through experience, experimentation, demonstration etc. and it is not always true.Collaborate – no, this is a factNo pain/no gain – yes.Associative property – it is a fact.
Pg. 268-269 Indicators of Understanding - WorksheetWhat does a classroom look like that teaches for understanding?What types of activities are students engaged in to foster understanding?What is the teacher’s approach in teaching for understanding?What does a unit look like that promotes student understanding?
Will first explain the design template.Have standards and benchmarks from the state of VA to use as a resource. Teachers will take the standards and benchmarks and using them as a resource fill out the design template.
Using the provided Standards and Benchmarks from a drivers education course create a stage one on the UbD template.GoalsEssential QuestionsEnduring UnderstandingsSkills
Essential Questions and Enduring Understandings
Essential Questions and Understandings<br />Elizabeth Namba and Stacy Stephens<br />Sept. 7th, 2009<br />
UbD in a NutShell<br />Based on principal of backward design<br />You start with your goals in mind<br />Design assessments that meet your goals<br />Key is transfer of skills<br />Primary goal is student understanding and meaning making of big ideas<br />Regular review of curriculum against design standards for quality and effectiveness<br />
Goals<br />Standards and benchmarks<br />Also any additional aims you have for the class<br />Can be school-wide<br />Department based<br />
Essential Questions<br />Does a “good read” differ from a “great book”?<br />What’s the pattern? How can I best represent it?<br />By what criteria should I judge this performance?<br />What does this audience demand of me as a writer, speaker?<br />What is the author’s point?<br />When is proper English absolutely essential and when would it be too stuffy and inappropriate in context?<br />What is a valid interpretation of those historical events?<br />What do I need to understand about the culture to understand the language and vice versa?<br />What is the most helpful feedback I can give here?<br />Why do people eat so poorly if we know so much about nutrition?<br />
So, what is an Essential Question?<br />What is your “theory” given these examples?<br />Essential Questions are:<br />Is open ended; has no simple right answer<br />Is meant to be investigated, argued, looked at from different points of view<br />Encourages active “meaning making”<br />Raises other important questions<br />
Self Test on Essential Questions<br />What is estivation?<br />To what extent is geography destiny?<br />What is a linear equation?<br />How real and pressing is global warming?<br />What is a “true” friend?<br />What is the point of a semi-colons?<br />
Understanding: Activity Two<br />What is understanding and how does it differ from knowing?<br />
Understandings<br />No pain, no gain<br />Price is a function of supply and demand<br />Friendships can be deepened or undone by hard times.<br />History is the story told by the winners.<br />F = ma – so weight is not mass<br />Math models simplify physical relations – and even sometimes distort relations – to deepen our understanding of them.<br />The best writing paints a pictures in the readers mind.<br />A good storyteller rarely tells the meaning of the story. <br />
So, what is an “Understanding”?<br />What’s your theory given these examples?<br />Understandings are:<br />Meaningful big ideas…the moral of the story<br />Cannot be transmitted, must be “earned”<br />Connects the dots<br />Is transferable to other contexts<br />Is usually not obvious<br />
Self-Test for Understanding<br />The cause and effects of the Civil War.<br />The price of an item is a function of supply and demand.<br />Collaborate is spelled with two L’s. <br />No pain, no gain.<br />The associative property means that (a + b) + c = a + (b + c)<br />
Activity Three<br />Indicators of Understanding<br />What does understanding look like....<br />In your groups, take one question and brainstorm your answers.<br />
Reflect<br />Pg. 286<br />Review your handout<br />
Next Steps<br />What we can do for you?<br />Consider, what you want from us.<br />Determine your goals for the year.<br />e.g. Evaluate all Essential Questions and Understanding<br />e.g. Participate in a peer review session of a unit<br />What can you accomplish today?<br />PE with Elizabeth at 2:15<br />Science with Stacy at 2:15<br />Math with Elizabeth at 3pm<br />Humanities 6 with Stacy at 3pm<br />
Citations<br />All images via Microsoft ClipArt<br />Authentic Education UbD 101 Summer Institute Workbook, 2009<br />McTighe and Wiggins, Understanding by Design. Professional Workbook, ASCD 2004<br />