Understandingbydesign mar-12-090316115238-phpapp01

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  • Shelley Pierlot Purpose: define Understanding by Design for you, why is it important to use this specific process, explain two components: big ideas, essential questions. Also, examine video example of a school division implementing UbD to implement curricula. Questions? Please feel free to use stickies for the Parking Lot
  • Shelley Pierlot It is a planning process that leads teachers to powerful teaching and students to powerful learning. Grant Wiggins and Jay McTighe have provided a way to move away from “covering the curriculum” to “uncovering curriculum” and designing more powerful units of study. Some planning in NESD has been completed between DIF’s and teachers – backwards planning or design Begin with the end in mind and planning assessment prior to the learning plan (changes for teachers) Teachers and facilitators are in the beginning stages of UbD – we have a guiding template to use – although the format can vary, the process should not – stay true to the categories within the planning template (will speak more about the specific parts of the process today) This model has been used for much of the DIF work within schools.
  • Shelley A. These steps are essential to the UbD process and need to be sequential. Identifying desired results involves deep examination of learner outcomes within our curricula. Developing the big ideas as well as essential questions and understandings in a unit. How will we know they have achieved the learning outcomes? Plan for a variety of assessments – not just final unit test – not just a snapshot – we want the whole photo album Important to find the most effective journey to get to our destination
  • Shelley Archibald In our work with teachers, we have found using UbD has renewed curriculum focus. Teachers cannot plan a unit by simply using their own autonomy to choose activities based on own interest, availability of resources, or experiences solely for enjoyment of their students. Developing big ideas and essential questions for a unit will lead students to learning that they will remember longer than 40 days or even 40 months – what will they remember for 40 years? Students will be asked think in broader terms, possibly to challenge their own thinking, misconceptions they may have. Move away from getting through content and simply testing at the end of the unit. Formative assessment becomes extremely important within the UdD process. Summative assesssment is planned prior to lessons…….beginning with the end in mind.
  • - 40 days – 40 months – 40 years – consider that you won’t get to the enduring understanding without all aspects of curriculum
  • Shelley Pierlot When a child cannot print yet, you plan for scaffolding within your learning plan, following a pretest so this learner can show you in different ways what he/she knows. Scaffolding for students is providing appropriate supports for learning as needed (identified by teacher and/or assessment). It is also important to identify when to remove supports.
  • Very common to start with learner outcomes right out of the curriculum and then develop “big ideas” for the unit. Shelley Pierlot Not necessarily a linear approach to planning Ex. Common to focus on what student can do before exploring what we require them to understand and know. Certain units take more time than others. Practice is required to develop big ideas. UbD unit-planning can take 2-3 hours or more when just beginning to work with this model and “unpack” the standards. Takes practice.
  • Shelley Archibald Big ideas invite work with higher levels of Bloom’s – synthesis and evaluation Students are involved in learning experiences throughout the unit to make connections to the big ideas. An example is “What is a hero?” in grade one……and then again in grade ten. This big idea can be examined at many points throughout a students’ life and their thoughts on this may change as you grow. Theme – not just a topic to think up activities for
  • Shelley Pierlot Essential questions/ enduring understandings can be questions or statements which lead us to an opinion of the big idea Considered the hook to engage and interest students Moves across subject areas connects to big idea (broad areas of learning) or may connect directly to an outcome Example: Heroism : A hero has a social responsibility to their community. What are the characteristics of heroic people or animals?
  • Shelley Archibald
  • Understandingbydesign mar-12-090316115238-phpapp01

    1. 1. Understanding byDesignNESD Model forCurriculum ImplementationPresented by DI TeamMarch, 2009
    2. 2. What is Understanding by Design(UbD)? Unit-planning process Created by Grant Wiggins and Jay McTighe Known as “backwards design” Begins with the end in mind Beginning stages of UbD
    3. 3. Basic Stages of UbDStage 1:Identify desired results Curriculum Goals and Learner Outcomes Big Ideas Essential Questions/ Enduring Understandings Know/ Understand/ DoStage 2: Determine acceptable evidence Formative/Summative AssessmentsStage 3: Plan learning experiences and instruction Developing the Learning Plan Consider how to differentiate
    4. 4.  Stages of Backward Design
    5. 5. Curriculum Actualization UbD requires teachers to examine curriculum to align the learning plan/assessment with provincial expectations UbD leads students and teachers to higher level of thinking and inquiry Links assessment directly to learning outcomes
    6. 6.  Establishing Curricular Priorities
    7. 7. Meeting the Learner Needs Invites us to attend to the child Allows for scaffolding for students Clarifies outcomes that all children are expected to learn Clarifies what students need to understand, know, do
    8. 8. The How-to’s of UbD Categories within the process are most important Many entry points UbD takes time to do well Units are often revised as teachers reflect on effectiveness Process may guided by organizer use
    9. 9. Big Ideas Invite higher levels of thinking Requires uncovering throughout the unit Transfers across grades or subject areas‘A big idea is a way of usefully seeing connections, not just another piece of knowledge…..it is more like a theme than the facts of a story.’ (Grant Wiggins, 2007)
    10. 10. Essential Questions/EnduringUnderstandings Stimulates thought, provokes inquiry, and generates questions Interdisciplinary – invites you to transfer and apply learning Links to curriculum
    11. 11. ‘They require new thought rather than the mere collection of facts, second-hand opinions, or “cut-and-paste” thinking…many of us believe that schools should devote more time to essential questions and less time to Trivial Pursuit.’ (Jamie McKenzie, 2008)

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