Understanding by Design (UbD)

Use of 3’Is
within the framework of

September __, 2011 @ CJC EdTech Hall 2

Randy A. Tudy
randytudy@gmail.com
http://christianbestgiftideas.blogspot.com/
http://beststocktradingphilippines.blogspot.com/
http://howiloveandenjoymyteachingjob.blogspot.com/

• After a church service on Sunday
morning, a young boy suddenly
announced to his mother, "Mom,
I've decided to become a minister
When I grow up."
• "That's okay with us, but what
made you decide that?"

• "Well," said the little boy, "I have
to go to church on Sunday
anyway, and I figure it will be
more fun to stand up and yell,
than to sit and listen."

Change in education
isEasy to propose
hard to implement
and extra
ordinarily
difficulty to sustain

As agents of Change
KSAs & KUDs
What
should we have in order to effectively
implement the 2010 SEC?

DESIRED RESULT

Teacher effectiveness in the
implementation of the 2010 SEC

MeTHODOLOgY
Examine sample learning plans
Reflect, discuss, share ideas & PLAN

What is
your
role?

PARTICIPANTS’
Task
Identify Key KSAs & KUDs that teachers need to
demonstrate as indicators of teaching effectiveness

OUTPUT
Familiarization of the 3Is as a teaching-learning
approach
Improved classroom preparations and delivery
Deeper understanding of UbD

DOMAINS OF TEACHER QUALITY &
EFFECTIVNESS
(Stronge & Hindman, 2006)
@ Pre-requisites of
Effective Teaching
@ Personal Characteristics
@ Classroom Management
@ Planning for Instruction
@ Instructional Delivery
@ Assessment

Planning for Instruction
* Possess knowledge of content area, student
misconceptions and available classroom resources
* Have deep understanding of subject matter

* Review instructional standards to guide decision
making
* Use long-range planning to map where instruction
will go combined with alignment with standards
* Identify appropriate learning outcomes and develop
corresponding assessments

Instructional Delivery
* Have high expectations for student achievement
which in turn raises students’ own expectations
* Conduct highly engaging classroom activities where students
construct meaning from content while providing support

* Highly involved throughout instruction process and
adjusts instruction depending on student performance
* Use appropriate strategies and technology for more
individualized and active learning
* Begin with students’ prior knowledge and probe their ideas with
effective questioning techniques; teach students how to question

Assessment
* Monitor learning through variety of informal and
formal assessments
* Give timely feedback
* Check for student understanding and adjust
instruction
* Align assignments with learning outcomes to make
them meaningful
Review student growth and performance using
student’s body of work such as in portfolio
Analyze student data related to their performance

Puts together
Provides Designer different
feedback elements of the
regarding learning plan
student
progress &
Key
achievement teacher
role in
2010 SEC

Facilitator
Assessor
Guides students in
their inquiry &
transfer

Standards A
L
Enduring
Understanding I
G
Essential N
Question/s
E
Knowledge & D
Skills ?

Program Standard (Programang Pamantayan)

General Standard (Pamantayan sa Unang Taon)

Content Standard Performance Standard
(Pamantayang Pangnilalaman) (Pamantayang Pagganap)

COMPETENCIES

Knowledge

Skills Attitudes

LEARNING STANDARDS:
-Provide level of doing competencies
-Indicate real life purpose of competencies
- show lifelong connection of different competencies
stated in a broad and general way

COMPETENCIES

Sets of knowledge, skills and attitudes required to
successfully perform a particular task stated in
specific terms.

A Standards BIG
IDEAS
L
Enduring
I Understanding
G
N Essential
Question/s
E
D Knowledge &
Skills
?

Program Standard (Programang Pamantayan)

Naipamalas ng mag-aaral ang pag-unawa a mga
konsepto at isyu kaugnay ng kasaysayan, ekonomiks
and iba pang disiplinang panlipunan gamit ang mga
kasanayan sa pananaliksik, pagsisiyasat, mapanuring
pag-iisip, matalinong pagpasaya, pagkamalikhain,
likas-kayang paggamit ng pinagkukulangang-yaman,
pakikipagtalastasan at pagpapalawak ng
pandaigdigang pananaw tungo sa isang
mapanagutang mamamayan ng bansa at daigdig.

Year I Standard (Pamantayan sa Unang Taon)

Naipamalas ng mag-aaral ang pag-unawa sa mga
pangunahing kaisipan at mga napapanahong isyung
pangkasaysayan at pampamahalaan ng Pilipinas gamit
ang mga kasanyan at pagpapahalaga tungo sa
pagpapatatag ng pagkabansa, sistemang demokratiko,
pagkakaisa at mabuting pakamamamayan.

Content Standard
(Pamantayang Pangnilalaman)

Naipamalas ng mag-aaral ang pa-unawa sa
bahaging ginagampanan ng pamahalaan at
mamamayan sa pagtataguyod ng mabuting
pamamahala at mapanagutang
pagkamamamayan tungo sa pangangalaga ng
kapakanan ng mamamayan at pagsulong ng
pambansang interes.

Performance Standard
(Pamantayang Pagganap)

Ang mag-aaral ay aktibong nakapagsusulong ng mga
demokratikong simulain at pagpapahalagang
nagtatguyod ng mabuting pamamahala at
mapanagutang pagkamamamayan tungo sa
pangangalaga ng kapakanan ng mamamayan at
pambansang interes

ENDURING UNDERSTANDING

Ang pangangalaga sa kapakanan ng
mamamayan at pagsusulong ng pambansang
interes ay bunga ng maayos na ugnayan ng
mabuting pamamahala at mapanagutang
pagkamamamayan.

ESSENTIAL QUESTION

Paano mapangangalagaan ang kapakanan
ng mamamayan at pagsusulong ng
pambansang interes?

Understanding vs. Facts

•Conclusions •Taken & learned as
•Principles such
•Inferences •Accepted terms and
•Themes regarded as true
•Generalization •Obvious,
about the use of unproblematic &
facts & skills straightforward
claims
•Summary insights

Sa ato pa, what is
UNDERSTANDING?

To understand is to be able to wisely
and effectively use what one knows,
in context- to “apply” our
knowledge and skill effectively, in a
realistic setting.”
- Wiggins & McTighe

Determining the EUs
Will this EU apply to more than one content
area of learning?
-Will this EU apply to more than one level in
school?
- will this EU endure? Will it be as important in
the future as it is now?
-- Will this EU be one that students remember
long after instruction ends?

ESSENTIAL QUESTIONS VS. FACTUAL QUESTIONS
ESSENTIAL: FACTUAL:
•open-ended; more than one
answer •Points to a single right
answer
• framed to “uncover” or • used to prompt and
explore and think about; recall; part of coverage;
answer requires inquiry &
argument •Now new insights

• leads to new perspectives;

• based on enduring
understanding

How to check if these are Essential Questions?

•Are my essential questions open-ended?

• will they be engaging for students?

• will they take students beyond the “who, what,
where, and when” recall of information to the
“how” and “why” applications and extensions of
learning?

• Do my big ideas effectively relate with EQ and the
EUs answer my Essential Questions?

TRANSFER GOALS VS. SKILLS
•A complex performance •Discrete techniques
challenge requiring
autonomy and a set of
skills • requires accurate
execution or command
• Long term goal is
effective performance in
context • success can be in
isolation
• success requires use in
real-world messy
situations

What is the goal of the following skills?

dribbling PLAY
A
GAME
passing

shooting

PERFORMANCE STANDARD BIG
Ang mag-aaral ay aktibong nakapagsusulong IDEA
ng mga demokratikong simulain at pagpapahalagang
nagtataguyod ng mabuting pamamahala at mapanagutang
pagkamamamayan tungo sa pangangalaga ng kapakanan ng
mamamayan at pambansang iteres.

action
TRANSFER GOAL
Students can independently use their learning to
practice good citizenship and participate in activities
that ensure and contribute to good governance

Varied real
world context

STATE TRANSFER GOAL
Check-up Questions: •Does my transfer goal
•Is my transfer goal aligned make my students
with the Performance
Standard & Big Ideas? judge which action to
do given different
• Does my transfer goal contexts?
involve an action related to
application in a new
situation or form? •Does my transfer goal
ask students to act on
•Does the application their own and exercise
involve a lifelong and varied
contexts? independence?

Empowering
connections
BUILD
in our hearts.
THE
THE
SOUL
OF THE
RESPONSE TO GOD
FOR GREATER GOOD
FILIPINO JOIE D’ VIVRE
GIFT OF DIVINE GRACE DEMANDS
ACCOUNTABILITY
MORAL FIBRE

Designing Performance Tasks
G Goal

R Role

A Audience

S Situation

P Product/Performance

S Standards

PROJECT w/o GRASPS PROJECT with GRASPS

You are a member of a team of STATS, a
survey company. The company has
assigned your team to a client company
Conduct a survey that wants to know which motorbikes
with vendors of people are buying the most. The company
motorbikes on what would like you to make a presentation to
brand sells the most its executives on the various sales
in the market. performances. You have to obtain data
from various motorbike companies and
Obtain sales data make certain recommendations regarding
showing a five-week the condition of motorbike sales. Your
period. Plot and presentation must have accurate
graph the data computations and appropriate illustrations
and your discussion of the trend must be
clear and concise.

You are a member of a team of STATS, a Goal
survey company. The company has assigned
your team to a client company that wants to Role
know which motorbikes people are buying
the most. The company would like you to
make a presentation to its executives on the Audience
various sales performances. You have to
obtain data from various motorbike Situation
companies and make certain
recommendations regarding the condition
of motorbike sales. Your presentation must Product
have accurate computations and
appropriate illustrations and your discussion
of the trend must be clear and concise. Standards

Note:
• No directions

• Performing task is a culminating activity, thus need
practice (prompt). Prompts are preparation activities
towards the PT.

• Teacher does activity mapping

• Performance task needs judgment & independence

• based on the real world situation

PROMPT TRANSFER
•Reveals sophistication of
skills & performance •Reveals depth of students’ understanding
competencies of concepts, sophistication of skills and
capacity to deal with this understanding &
• consists of the ff: sophistication in adult situations.
-A complex question

- requires connections • like a prompt but also;
among concepts & subjects -Mirrors challenges faced by adults
(involves making inferences & applying to
- more than 1 right answer
the challenge)
- requires development of a
strategy for addressing the - addresses an audience that is meaningful
prompt
and has intent that relates to the audience
- requires student to
construct a product or
perform - has kind of restraints and opportunities an
Everett Kline 2010 adult would find in a similar setting

GRADUAL RELEASE OF RESPONSIBILITY

TEACHER RESPONSIBILITY

Focus lesson I do it (You watch)
Modeled instruction T
E
A
Shared C We do it (together)
Instruction H

Guided You do it alone
Practice collaborate (Reflect)

Independent Independent
Practice

STUDENT RESPONSIBILITY

Design Transfer Task in GRASPS Form
•Is my transfer goal task aligned with Performance Standard & Big
Ideas?

• Is my transfer task written in GRASPS form?

• Does the transfer task involve application in a new or novel
situation which students have not yet encountered?

• Does the TT have minimal prompts or have too many directions?

• Does the TT reflect at least level 3 and up of the Transfer Demand
Rubric?

• Are the Task Standards related to the real-world audience? Are
these aligned with the Performance Standard and Big Ideas?

RUBRICS

4 3 2 1
Understanding
Understanding
Knowledge & skill
Knowledge & Skill

ANALYTIC RUBRIC

Criteria Outstanding Satisfactory Developing Beginning Rating
4 3 2 1

CATEGORY 1 Presents the Presents the Presents the Does not present
(related EU) category in a manner category in a category in an category’s
PRESENTATION OF beyond satisfactory complete way incomplete way and requirements at all
TRENDS requirements according to the shows only some of
given requirements the given
requirements
(related EU) category in a manner category in a category in an category’s
beyond satisfactory complete way incomplete way and requirements at all
JUSTIFICATION requirements according to the shows only some of
requirements
(knowledge & skills) category in a manner category in a category in an category’s
ACCURACY requirements according to the shows only some of
requirements
(knowledge & skills) category in a manner category in a category in an category’s
requirements according to the shows only some of
requirements

Write Rubric Criteria Aligned with Transfer Task Standards

•Is my rubric criteria aligned with the TT Standards & PS & BI?

• Are some of my rubric criteria related to the EU? Or are they
only about format or the appearance of a product?

• are some of my rubric criteria related to K & S?

• are the criteria likely to be used by the intended audience in a
real world setting?

• are the criteria valid measures of student’s development of EU
& mastery of K & S?

PRE-ASSESSMENTS

ASSESSMENT
INFO

FORMATIVE SUMMATIVE
ASSESSMENTS ASSESSMENTS

Assessment FOR learning Assessment OF learning

Feedback & Goal Setting

Pre-Assessment Formative Assessment Summative Assessment
(Finding out) (keeping track & (Making sure)
checking up)

Readiness, interests, and Exit cards, Peer Performance task
learning preferences of observation, 3-minuet Academic Prompt
students pauses, vocabulary- Portfolio
quiz/notebooks,
Essential Questions observations, creating
(reading/writing) rubrics, self-evaluation,
journals- Essential
questions

ASSESSMENT MAPPING
STEP 3:
TYPE ENDURING K&S Performance or Indicate those
UNDERSTANDING Transfer Task that are grade
or non-graded.
PRE-
ASSESSMENT
Pre-assessments are
STEP 2: usually not graded
Complete whereas most
FORMATIVE either Pre or summative assess are
ASSESSMENT graded. Formative
Formative
Assess may be both
Assessments grade & not graded.

SUMMATIVE
ASSESSMENT STEP 1: Write
FIRST the
Transfer Task
and the Unit
Test

ASSESSING
ENDURING UNDERSTANDING

APPLY EMPATHY REFLECT

EXPLAIN INTERPRET PERSPECTIVE

FAPE LP DepEd

Introduction Explore

Firm up
Interaction
Deepen

Integration Transfer

3Is a
as
TEACHING-LEARNING.
Approach

A. Teacher

1. The teacher has a pleasing personality. 4 3 2 1

2. The teacher is enthusiastic and maintains a warm and friendly atmosphere conducive to learning. 4 3 2 1

3. The teacher avoids making embarrassing remarks about the students’ ideas or actions. 4 3 2 1

4. The teacher explains the lesson in a clear and well-modulated voice. 4 3 2 1
5. The teacher praises the students for their sharing and efforts. 4 3 2 1
6. The teacher is confident and shows mastery of the subject matter. 4 3 2 1
7. The teacher is fluent in the medium of instruction. 4 3 2 1
8. The teacher answers the students question in a simple and understandable way. 4 3 2 1
9. The teacher maintains discipline and control. 4 3 2 1

10. The teacher is organized and manages the class time well. The teacher accomplishes the objectives and procedures set for the time period. 4 3 2 1

11. The teacher shows evident concern for student success and growth in understanding. 4 3 2 1

AVERAGE
B. TEACHING PROCEDURE
I. INTRODUCTION

1. The teacher introduces Essential Question or EQ in an interesting & engaging way. 4 3 2 1

2. The teacher elicits the students’ prior knowledge, perceptions and experiences about the EQ. 4 3 2 1

3. The teacher encourages students to explain their ideas or ask questions about the EQ. 4 3 2 1

4. The teacher accepts and records students’ ideas. 4 3 2 1

5. The teacher asks follow-up thought-provoking questions which lead the students to examine their ideas. 4 3 2 1

6. The teacher explains the purpose of the learning unit and the culminating performance task. 4 3 2 1

AVERAGE
II. INTERACTION

1. The teacher is creative and uses a variety of learning resources and activities which enable the students to answer the EQ and develop understanding. 4 3 2 1

2. The teacher stimulates the critical thinking of the students. 4 3 2 1
3. The teacher encourages students to explore their ideas and find the answer. 4 3 2 1

4. The teacher provides opportunities for students to interact and collaborate with one another. 4 3 2 1

5. The teacher processes students’ understanding by asking probing questions and discussing their answers or work. 4 3 2 1

6. The teacher paces the lesson according to the students’ interests, understanding or performance. 4 3 2 1

FOR CLASSES HELD IN A COMPUTER LAB:
4 3 2 1
1. The teacher clearly explains the task related to the use of a particular Website or a multimedia program.

2. The teacher guides students in using interactive programs for practice or gathering different kinds of data. 4 3 2 1

3. The teacher walks around and monitors students’ use of a Website or a multimedia program. 4 3 2 1

4. The teacher discusses with the students the ideas they gained, questions they developed or works they created with the use of a Website or a multimedia program. 4 3 2 1

AVERAGE

III. INTEGRATION

5. The teacher provides students varied exercises for practices and gives feedback regarding their answers. 4 3 2 1

6. The teacher has students relate or compare their prior knowledge and explain the changes. 4 3 2 1

7. The teacher has students demonstrate mastery of the lesson or explain the new knowledge in a meaningful way. 4 3 2 1

8. The teacher conducts varied formative assessments and asks students to share their learning difficulties. 4 3 2 1

9. The teacher enables the students to relate the new knowledge with their daily life and transfer their learning to real-world situations. 4 3 2 1

10. The teacher conducts values clarification and integration. 4 3 2 1

11. The teacher explains the performance or transfer task and the accompanying rubric for the student’s self-evaluating guide. 4 3 2 1

12. The teacher encourages students to be creative and revise and improve their work. 4 3 2 1

13. The teacher has students share their realizations or reflections about their learning process. 4 3 2 1

14. The teacher provides a closure to or summary of the lesson. 4 3 2 1
AVERAGE

INTRODUCTION EXPLORE
1. Diagnose
1. Introduce the
essential question
2. Activate prior knowledge

2. Eliciting prior
3. Clarify expectations & how
knowledge learning shall be assessed.

3. Point out differences 4. Hook and engage student
in student’s responses interest
& motivate students
to find out which 5. Ask EQ; encourage student
answer is right. questions; welcome tentative
responses as guide to further
exploration

INTERACTION
FIRM UP
1. It is the bridge leading students 1. Provide a variety of learning resources
from prior knowledge to new and differentiated activities to validate
knowledge & link between the
EQ & the performance task responses to EQ.
2. Encourage students to reflect, revise, or
2. Students explore answer to the rethink their understanding.
problem question through
different interactions (self, peer, 3. Check for understanding; provide
teacher, materials & feedback; check against content standard
community)

3. Address diverse learning styles
DEEPEN
and MU 1. Provide variety of learning resources and
differentiated activities/learning
4. Relate different kinds of experiences in similar contexts to further
formative assessments that
check for student understanding validate student understanding
2. Encourage students to reflect, rethink,
5. Bring the EQ every now and revise their understanding
then to monitor student
progress toward EU. 3. Have students express their
understanding

INTEGRATION TRANSFER
1. Students put together 1. Provide for transfer of
the different information learning to new or different
and understanding they context.
develop form their varied
interactions.
2. Use of Concept map 2. Evaluate
3. Discuss how performance product/performance; check
tasks evaluate against performance standard
understanding
4. Relate content
integration with value
integration
5. Students reflect on the
relevance of content to
daily life

Teaching & Learning for Understanding

MAKE
ACQUIRE MEANING
Important of big ideas
knowledge & skills (key principles &
strategies)

TRANSFER
learning to new
situations

ACQUISITION MEANING TRANSFER
Analyze Adopt
Apprehend Compare
Calculate Contrast Adjust
Critique Apply
Discern Defend
Evaluate Create
Select state Explain Design
Generalize
Identify Interpret Innovate
Notice Justify Perform
Prove
Paraphrase Verify Self-assess
Translate Solve
Plug in Summarize
Troubleshoot

Write Learning Plan
•Is the EQ introduced in stage 3? How is it done?
• Does the EQ recur throughout stage 3? Are students asked to rethink their
answers to the EQ? How do students show their revised ideas?
• Do all activities relate to the Big ideas and the EU? Are they connected
together by the Big Ideas and EU? Or are they just a series of fun activities
with no reference to the EU & BI?
•Are these activities prepare the students to do the transfer task?
•Is the performance or transfer task stated and done in stage 3? Are the other
assessments also stated and included?
• do the activities show a balance of A M T?
• do the M activities require students to make inferences instead of merely
copying or repeating already stated information?
• Are the activities genuinely engaging and through-provoking?

GOOD LUCK
Future
TEACHERS

To be a

Cor Jesian today
is to
believe, live and spread God’s

LOVE.

Teacher’s Prayer

I want to teach my students how--
To live this life on earth,
To face its struggles and its strife
And to improve their worth.

Not just the lesson in a book,
Or how the rivers flow,
But to choose the proper path,
Wherever they may go.

To understand eternal truth,
And know right from wrong,
And gather all the beauty of
A flower and a song,

For if I help the world to grow
In wisdom and grace,
Then I feel that I have won
And I have filled my place.

And so I ask your guidance, God
That I may do my part,
For character and confidence
And happiness of heart.

AMEN.

Understanding by Design (UbD)

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