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Understanding by Design: Using UbD to Ensure Quality Learning

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Understanding by Design: Using UbD to Ensure Quality Learning

  1. 1. Backwards Design: Using UbD to Ensure Effective Learning Glenn Wiebe [email_address]
  2. 2. <ul><li>More resources at: </li></ul><ul><li><del.icio.us/tag/ubd> </li></ul><ul><li>Download presentation at: </li></ul><ul><li><slideshare.net/glennw98> </li></ul>
  3. 8. Sticky ideas?
  4. 9. <ul><li>UbD provides structure for kids & educators </li></ul>
  5. 10. <ul><li>UbD is something you can actually use </li></ul>
  6. 11. <ul><li>Two different types of learning and assessment </li></ul>
  7. 12. <ul><li>“ How many buses does the army need to transport 1,128 soldiers if each bus holds 36 soldiers?” </li></ul><ul><ul><li>32 </li></ul></ul><ul><ul><li>How about . . . 1,128? </li></ul></ul><ul><ul><li>Or . . . 1? </li></ul></ul>
  8. 13. <ul><li>“ Why do balloons in a speeding car always escape out the open window?” </li></ul>
  9. 14. <ul><li>Bernoulli’s Principle </li></ul>
  10. 15. <ul><li>Scale & proportion vs. creating a scale map of the state of Kansas </li></ul><ul><li>Your stories? </li></ul>
  11. 16. <ul><li>A body of coherent facts </li></ul><ul><li>Verifiable claims </li></ul><ul><li>I know something to be true </li></ul><ul><li>I respond on cue with what I know </li></ul>Knowledge
  12. 17. Knowledge vs. Understanding <ul><li>A body of coherent facts </li></ul><ul><li>Verifiable claims </li></ul><ul><li>I know something to be true </li></ul><ul><li>I respond on cue with what I know </li></ul><ul><li>Theory & meaning behind the facts </li></ul><ul><li>Fallible, “in-process” theories </li></ul><ul><li>I understand why it is true </li></ul><ul><li>I judge when to use what I know </li></ul>
  13. 18. <ul><li>But . . . what does “understanding” really mean for educators? </li></ul><ul><ul><li>“ . . . the ability to think and act flexibly with what one knows.” </li></ul></ul>
  14. 19. A teacher’s job? <ul><li>Design instructional units that encourage students to learn “the ability to think and act flexibly ” </li></ul>
  15. 20. <ul><li>How do you do that? </li></ul>
  16. 21. <ul><li>The brain looks for patterns </li></ul><ul><ul><li>Discrete pieces of data don’t make sense </li></ul></ul><ul><ul><li>It tries to chunk data into “icons” </li></ul></ul>
  17. 23. You’ve got 30 seconds
  18. 24. How’d ya do?
  19. 25. <ul><li>Write the following number from memory </li></ul>
  20. 26. 17766024365911
  21. 27. You’ve got 20 seconds
  22. 28. American Revolution / Declaration of Independence
  23. 29. Minutes / hours / days
  24. 30. Emergencies
  25. 31. American Revolution / Declaration of Independence Minutes / hours / days Emergencies
  26. 32. 1776 60-24-365 911
  27. 33. The point?
  28. 34. Kids need structured learning
  29. 35. We don’t always provide that
  30. 36. <ul><li>“ If you don’t know where you’re going, you’ll get there every time!” </li></ul>
  31. 37. <ul><li>“ Backwards Design” </li></ul>Create Big Ideas Determine acceptable evidence  Plan learning activities 
  32. 44. Create Big Ideas Determine acceptable evidence  Plan learning activities 
  33. 45. <ul><li>So . . . what do you want kids to walk away understanding? </li></ul>
  34. 46. <ul><li>“ What is worthy and requiring of understanding?” </li></ul><ul><ul><li>Problem? </li></ul></ul><ul><ul><ul><li>Too many standards! </li></ul></ul></ul><ul><ul><ul><li>K-12 vs. K-21 </li></ul></ul></ul>“ Big Ideas”
  35. 47. Worth being familiar with Important to know & do “ Big ideas” worth understanding Enduring understandings Foundational concepts/skills “ nice to know”
  36. 48. Example? <ul><li>“ Students understand that creating space away from the ball creates scoring chances” </li></ul>
  37. 49. Characteristics <ul><li>Moral of the story </li></ul><ul><ul><li>Revolutionary War? </li></ul></ul><ul><li>Involve ideas that give meaning to facts </li></ul><ul><ul><li>Rule of law, geography affects culture </li></ul></ul><ul><li>Aren’t truisms </li></ul><ul><ul><li>Wars are disruptive </li></ul></ul><ul><li>Begin with: </li></ul><ul><ul><li>“ Students understand that . . . ” </li></ul></ul>
  38. 51. Example? <ul><li>US History standards </li></ul><ul><ul><li>describes the causes of the American Revolution using colonial grievances and British policies </li></ul></ul><ul><ul><li>identifies the ideas included in The Declaration of Independence </li></ul></ul><ul><ul><li>describes participants and the role of compromise in the creation of the U. S. Constitution </li></ul></ul><ul><ul><li>explains that the U.S. Constitution is fundamental law </li></ul></ul>
  39. 52. <ul><li>Economics forces can be very powerful agents for change </li></ul><ul><li>Democracy is “hard work” </li></ul><ul><li>Individuals can have a huge impact on society </li></ul>
  40. 53. <ul><li>Whadda ya got? </li></ul>
  41. 54. Create Essential Questions <ul><li>What questions will stimulate inquiry? </li></ul>
  42. 55. <ul><li>How much deeper would the ocean be without sponges? </li></ul><ul><li>What do people in China call their good plates? </li></ul><ul><li>Why are there Interstates in Hawaii? </li></ul><ul><li>If they squeeze olives to get olive oil, how do they get baby oil? </li></ul><ul><li>If a Smurf is choking, what color does it become? </li></ul>
  43. 56. Fist to five <ul><li>What is your understanding of Essential Questions? </li></ul><ul><ul><li>Fist is you got nothing </li></ul></ul><ul><ul><li>Five is you’ve written best selling books about essential questions </li></ul></ul>
  44. 57. Common characteristics?
  45. 58. <ul><li>The answer can’t be “Googled” </li></ul><ul><ul><li>Must be created </li></ul></ul><ul><li>Generates more questions </li></ul><ul><li>Short and sweet </li></ul>
  46. 59. <ul><li>Aligned with enduring understanding </li></ul><ul><ul><li>The answer leads to Big Idea </li></ul></ul><ul><li>Reside at the top of Bloom’s </li></ul><ul><ul><li>Evaluate / Synthesize / Analyze </li></ul></ul><ul><li>Lots of whys and hows </li></ul>
  47. 60. <ul><ul><li>Economics forces can be very powerful agents for change </li></ul></ul><ul><ul><li>Democracy is “hard work” </li></ul></ul><ul><ul><li>Individuals can have a huge impact on society </li></ul></ul><ul><ul><li>Why do revolutions happen? </li></ul></ul><ul><ul><li>Why do we need governments? </li></ul></ul><ul><ul><li>How can I make a difference? </li></ul></ul>
  48. 61. <ul><li>What is the relationship between popularity & greatness in literature? </li></ul>Yes No When was the Magna Carta signed & by whom? What is hibernation? Which European colonial power has the worst legacy?    
  49. 62. <ul><li>What is a linear equation? </li></ul>Yes No Is prejudice more a view of class or race? What are the components of a unicameral legislature? When did the United States become a superpower?    
  50. 63. Create Big Ideas Determine acceptable evidence  Plan learning activities 
  51. 64. <ul><li>“ What is acceptable evidence?” </li></ul><ul><ul><li>Design assessments before designing teaching activities </li></ul></ul><ul><ul><li>Think like an judge </li></ul></ul>
  52. 65. “ Students should be found innocent of understanding until convicted by a preponderance of the evidence.”
  53. 66. A teacher’s job? <ul><li>Focus on performance tasks </li></ul><ul><ul><li>True measure of student understanding </li></ul></ul><ul><li>Use the Six Facets of Understanding </li></ul><ul><ul><li>Provides indicators of understanding </li></ul></ul><ul><ul><li>Suggests methods of assessment </li></ul></ul>
  54. 67. GRASPS <ul><li>What is the G oal? </li></ul><ul><li>What is the R ole? </li></ul><ul><li>Who is the A udience? </li></ul><ul><li>What is the S ituation? </li></ul><ul><li>What is the P roduct / P erformance? </li></ul><ul><li>What are the S tandards for evaluation? </li></ul>
  55. 68. Create Big Ideas Determine acceptable evidence  Plan learning activities 
  56. 69. Plan learning experiences <ul><li>“ What learning experiences & teaching promote understanding, interest, and excellence?” </li></ul><ul><ul><li>Use the WHERETO approach as a guide </li></ul></ul>
  57. 70. <ul><li>Have any of you ever actually built a house? </li></ul><ul><ul><li>Had one built? </li></ul></ul><ul><ul><li>Watched one built? </li></ul></ul><ul><ul><li>Lived in one? </li></ul></ul><ul><ul><li>Know what one is? </li></ul></ul>
  58. 80. <ul><li>Using what you know about: </li></ul><ul><ul><li>Construction </li></ul></ul><ul><ul><li>Understanding by Design </li></ul></ul>
  59. 81. <ul><li>The blueprints and plans are / is to building a house as Understanding by Design is to teaching. </li></ul>
  60. 82. <ul><li>The blueprints and plans are to building a house as Understanding by Design is to teaching. </li></ul>

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