UbD: Stages of Backward Design Stage 1. Identify desired results. Stage 2. Determine acceptable evidence. Guiding Questions Guiding Questions 3. Plan learning•What are the established experiences andgoals? •What is sufficient and telling evidence of understanding? instruction.•What “big ideas” do we wantstudents to come to •Keeping the goals inunderstand? mind, what performance tasks Guiding Questions should anchor and focus the•What essential questions will unit? •What instructional strategiesstimulate inquiry? and learning activities are •What criteria will be used to needed to achieve the results•What knowledge and skills assess the work? identified in Stage 1 andneed to be acquired given the reflected in the assessmentunderstandings and related •Will the assessment reveal and evidence specified in Stage 2?content standards? What focus distinguish those who reallyquestions will guide students to understand versus those whotargeted knowledge and skills? only seem to understand?
What’s the Big Idea?Definition: the core Additional Clarification concepts, principles, t heories, and • Big ideas are not processes that should discrete facts. serve as the focal point of • Big ideas are not skills. curriculum, instructio n, and assessment. Big ideas are important, enduring, and transferable beyond the scope of a particular unit.
What’s the Big Idea? Is it a big idea? Does it …Facts and skills • Have lasting value/transfer to other inquiries? Key concepts • Serve as a key notion & for makingCore processes Big knowledge, skills, and Ideas! acts more coherent, meaningfulGeneralizations and useful? & Principles • Lie at the heart of the subject or discipline? • Require “uncoverage” to problem solve or explore an abstract or misunderstood idea?
Examples from the SAS Portal … “Information to gain or“Comprehension requires expand knowledge can be and enhances critical acquired through a thinking and is variety of sources.” constructed through the intentional interaction between reader and “Effective speaking and text.” listening are essential for productive communication.”Do these examples meet the parameters of the big idea definition?
What Are the essential questions?Definition: a provocative Additional Clarification question designed to engage student interest Essential questions are not and guide inquiry into the … trivial; important ideas in a field of study. Rather than … leading; yielding pat … they do not elicit answers, essential single, straightforward questions are intended to answers. stimulate discussion and rethinking over time.
Is It an Essential Question?A question is ‘essential’ if it . . .• Has no simple ‘right answer’ that can be looked up;• Is meant to be investigated, argued, looked at from different points of view;• Raises other important questions, and if the question itself can be fruitfully questioned;• Naturally arises in everyday life, and/or in ‘doing’ the subject;• Constantly and appropriately recurs; it can be asked and re- asked over time, and as a result of further learning.
Examples from the SAS PortalHow does interaction with How do we think text provoke thinking and while reading in response? order to understand and respond?How can our knowledge and use of the research Do these process promote examples meet the definition of lifelong learning? essential questions?
What’s the concept? In other words …Definition: a Concepts describe what mental construct students should know represented by a as a result of instruction specific to a particular word. Concepts grade level. include both tangible objects and abstract ideas.
Examples from the SAS PortalResearch is an inquiry Validity of based process. information must be established.Essential ideas in text inform meaning.Acquire and apply a robust Do these examples meet the vocabulary repertoire to definition of concept? construct meaning.
Additional Component of SAS Portal … CompetencyDefinition: describes what students can do
Examples from the SAS Portal Use grade appropriate Do these examples meet the resources to confirm definition of comptency? and extend meaning of vocabulary.Summarize key Identify literary devices within texts information and the (e.g., personification, simile implied or stated main , alliteration, and idea of texts. metaphor). Distinguish fiction from nonfiction.
Application Activity … • Big IdeasIdentify the contents • Essential Questionsof your envelope as: • Concepts • Competencies
Application ActivityBased on our definitions and discussions of bigideas, essential questions, concepts, andcompetencies, write sample items of each for thecourse that you plan develop one unit of onlineinstruction.