1. Understanding by Design (UbD) is a framework for designing curriculum and lessons that focuses on developing student understanding. It uses a "backward design" approach where teachers first identify the desired results and assessments before planning lessons and activities.
2. The key principles of UbD include focusing on big ideas, essential questions, and transfer of learning. Lessons are designed to help students make meaning of concepts and apply their knowledge to new situations.
3. The three stages of UbD's backward design process are: (1) identify desired results, (2) determine acceptable evidence, and (3) plan learning experiences and instruction. Teachers clarify learning goals, plan assessments, and then develop lessons to
Ubd - An introduction to Understandings and Transfer GoalsBernd Meyer
An introduction to basic UBD principles and getting yoru head around understandings and transfer goals before considering the big ideas for the cornerstone tasks
Many colleges aim to develop students into lifelong learners. This presentation focuses on techniques which foster learning independence. Objectives covered include: learning objectives conducive to independent learning, verbal and non-verbal strategies for building rapport (using rapport to raise student expectations), communication strategies for raising learning independence, building learning confidence, and tutoring strategies for developing learning independence.
This presentation also covers assessments for tracking progression towards learning independence. Rubrics provided include specific behaviors that correlate to varying levels of learning independence, including behaviors that indicate high levels of learning independence – signs a student is prepared to become a lifelong learner.
Ten Best Practices for Teaching Online. Designing and Teaching Online Learnin...Judith Boettcher
Ten Best Practices for Teaching Online. Slides from 2011 Distance Learning conference in Madison WI August 3 2011. Orientation session Panel with Judith Boettcher
The implementation of the Australian Curriculum has been an opportunity for reform within the educational landscape. One of the areas of reform has been in teacher pedagogy, particularly around being able to cater to each and every student within our learning environments.
This workshop is a hands-on practical workshop that explores with the teachers what are the habits, structures and routines that will creating a learning environment that builds independent learners. We will discuss the factors that hinder, support and boost independence such that students can develop the capacity to be learning partners rather than receivers.
Ubd - An introduction to Understandings and Transfer GoalsBernd Meyer
An introduction to basic UBD principles and getting yoru head around understandings and transfer goals before considering the big ideas for the cornerstone tasks
Many colleges aim to develop students into lifelong learners. This presentation focuses on techniques which foster learning independence. Objectives covered include: learning objectives conducive to independent learning, verbal and non-verbal strategies for building rapport (using rapport to raise student expectations), communication strategies for raising learning independence, building learning confidence, and tutoring strategies for developing learning independence.
This presentation also covers assessments for tracking progression towards learning independence. Rubrics provided include specific behaviors that correlate to varying levels of learning independence, including behaviors that indicate high levels of learning independence – signs a student is prepared to become a lifelong learner.
Ten Best Practices for Teaching Online. Designing and Teaching Online Learnin...Judith Boettcher
Ten Best Practices for Teaching Online. Slides from 2011 Distance Learning conference in Madison WI August 3 2011. Orientation session Panel with Judith Boettcher
The implementation of the Australian Curriculum has been an opportunity for reform within the educational landscape. One of the areas of reform has been in teacher pedagogy, particularly around being able to cater to each and every student within our learning environments.
This workshop is a hands-on practical workshop that explores with the teachers what are the habits, structures and routines that will creating a learning environment that builds independent learners. We will discuss the factors that hinder, support and boost independence such that students can develop the capacity to be learning partners rather than receivers.
A flagship CTO event, this has grown into a platform for knowledge-sharing among peer groups steering ICT projects in e-delivery of health care, education and governance. This Forum echoes the Commonwealth's 2013 theme: The Road Ahead for Africa.
Many educators heard and use UbD. However, more than often teachers are not trained well in designing high quality UbD units. In may latest review of teacher generated UbD units, I found that most of them lack the ability to understand the stages well. In this workshop, teachers are re-introduced to UbD in terms of unit planning focusing on key determinant issues in UbD unit planning. Teachers are then engaged in redesigning their unit plans in light of the new findings.
Tips on lesson planning
To give participants some tips for them to organize content, materials, time, instructional strategies and assistance in the classroom when planning a lesson effectively;
Describe two types of lesson planning
Provide a list of online ready-made lesson plans that can be adapted to EFL classes in Moldova
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
Project based learning approach a real expereinceRajeev Ranjan
“Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented PBL------------ -----------------
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
3. The Big Ideas of UBD A focus on ‘backward’ design: “Backward” from understanding-based goals, to solve common lesson planning weaknesses A focus on understanding: Making sense of facts and skills, via big ideas & transfer of learning
4. 1 Acquire Important knowledge and skills 2 Make Meaning of “big ideas” (key principles and strategies) 3 Transfer Learning to new Situations (apply) Source: McTighe, J. & Hilton, J. (2008). What Do I teach on monday? From unit design to daily instruction, p. 3
6. UBD as a DesignProcess Understanding by Design focuses on what we teach and what assessment evidence we need to collect. Select and prioritize ideas and topics that are essential More specific facts and skills are then taught in the context of the larger ideas and questions
7. 3 Stages of Backward Design for Curriculum Planning 1. Identify desired results. 2. Determine acceptable evidence. Then, and only then 3. Plan learning experiences and instruction.
12. What specific knowledge and skills are targeted in the goals needed for effective performance?
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14. The desired results affectcurriculum and instruction Curriculum and instruction have to be designed to cause it We have to be mindfulof that desired result What should we do to make that understanding most likely? What do I have to make them experience and think about if they are to understand?
15. Stage 2: Determine acceptable evidence Think like an assessor before designing specific units and lessons. What evidence must we have in order to determine that the student has achieved the desired learning results?
16. Stage 2: Determine acceptable evidence How will we know whether students have achieved the desired results? What will we accept as evidence of student understanding and proficiency? How will students reflect upon and self assess their learning?
17. Stage 3: Plan learning experiences and instruction What kind of plan should one develop to facilitate learning? What learning experiences and instruction will enable students to achieve the desired results?
18. How will the design be? H How will we hook and hold Interest student interest? E How will we equip students for expected performances? W Where are we going? Why? What is expected? W.H.E.R.E.T.O O How will we organize and sequence the learning? R How will we help students rethink and revise? E How will students self-evaluate and reflect on their learning? T How will we tailor learning to varied needs, interests, and styles?
23. Inquiry-based learning A student-centered, active learning approach focusing on questioning, critical thinking, and problem-solving. It's associated with the idea "involve me and I understand”. Investigate & research Ask Conclude & create Present & evaluate Reflect
25. What is Project-Based Learning? PBL is curriculum fueled and standards based PBL asks a question or poses a problem that ALL students can answer. Concrete, hands-on experiences come together during project-based learning PBL allows students to investigate issues and topics in real-world problems PBL fosters abstract, intellectual tasks to explore complex issues
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28. How Does PBL Work?(The George Lucas Educational Foundation) Question Plan Schedule Monitor Assess Evaluate
29. 1. Question Start with the Essential question. Take a real-world topic and begin an in-depth investigation. Make sure it is relevant for your students.
30. 2. Plan Plan which content standards will be addressed while answering the question. Involve students in the questioning, planning, and project-building process. Teacher and students brainstorm activities that support the inquiry.
31. 3. Schedule Teacher and students design a timeline for project components. Set benchmarks. Keep it simple and age-appropriate.
33. 5. Assess Make the assessment authentic. Know authentic assessment will require more time and effort from the teacher. Vary the type of assessment used.
34. 6. Evaluate Take time to reflect, individually and as a group. Share feelings and experiences. Discuss what worked well. Discuss what needs change. Share ideas that will lead to new inquiries, thus new projects.
35. Curriculum-based and contextualized themes: (Inter)disciplinary educative topics connected to 21st Century-skills and local context Real-world issues: Relevant to students life and youth’s culture that can engage students into meaningful and productive learning in real community with real tools and resources Expert thinking needed: Open-ended problems needing higher-order thinking to solve or expertise in creating products Achievable and measurable results: Appropriate for students’ prior knowledge and competence in zone of proximal development Team work: Provoking social construction from multi-talent smart team and mind-reshaping by peers Extending learning time and space beyond classroom boundaries: Often need several weeks/months and studies outsides classrooms
36. How can we improve our capacity as facilitators of Computer Education under the UbD?
40. If you don’t know where you are going, any road will take you there…
41. Thank you Mr. Jasper Vincent Q. Alontaga Faculty, ELMD De La Salle University – Manila jasper.alontaga@dlsu.edu.ph
42. 38 References: McTighe, J. & Wiggins, G. (2004). Understanding by design: professional development workbook. U.S.A.: ASCD McTighe, J. & Hilton, J. (2008). What do I teach on monday? From unit design to daily instruction. Tennessee, U.S.A.: ASCD. Espiritu, L. (2011) Understanding by Design and the role of ICT
Editor's Notes
21ST CENTURY STUDENT OUTCOMESCore Subjects and 21st Century ThemesLearning and Innovation SkillsCreativity and InnovationCritical Thinking and Problem Solving Communication and Collaboration Information, Media and Technology SkillsInformation LiteracyMedia LiteracyICT LiteracyLife and Career Skills
Who really isThe targeted audience? WhatIs the intended effect on them?----Written for a very specific audience & with a conscious & deliberate aim
The problem of content “overload” requires teachers to make choices constantly regarding what content to emphasize as well as what not teach.
How will the design be (W.H.E.R.E.T.O.)W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)?H = Hook all students and Hold their interest?E = Equip students to help them Experience the key ideas and Explore the issues?R= Provide opportunities to Rethink and Revise their understandings and workE =Allow students to Evaluate their work and its implications?T = Be Tailored (personalized) to the different needs, interests and abilities of learners?O= Be Organized to maximize initial and sustained engagement as well as effective learning?
PBL Is Curriculum Fueled and Standards BasedProject-based learning addresses the required content standards. In PBL, the inquiry process starts with a guiding question and lends itself to collaborative projects that integrate various subjects within the curriculum. Questions are asked that direct students to encounter the major elements and principles of a discipline.PBL Asks a Question or Poses a Problem That Each Student Can AnswerIn PBL, the teacher or the students pose a guiding question: "What happens at night?" "What do nocturnal animals do while we're sleeping?" "What is cystic fibrosis, and how is it caused?" "What would happen if our class formed a business with a real product and started selling stock?" "What will a high school look like in 2050?" PBL Allows Students to Delve into Content in a More Direct and Meaningful WayRecognizing that children have different learning styles, concrete, hands-on experiences come together during PBL. Field trips, experiments, model building, posters, and creation of multimedia presentations are all viable activities within PBL, and present multiple ways for students to demonstrate their knowledge -- there is no one right answer.PBL Asks Students to Investigate Issues and Topics Addressing Real-World Problems While Integrating Subjects Across the CurriculumBy creating bridges between subjects, students view knowledge holistically, rather than looking at isolated facts. Education scholar Sylvia Chard says the project approach is an "in-depth investigation of a real-world topic worthy of children's attention and effort."PBL Fosters Abstract, Intellectual Tasks to Explore Complex IssuesPBL promotes understanding, which is true knowledge. Students explore, make judgments, interpret, and synthesize information in meaningful ways. This approach is more representative of how adults are asked to learn and demonstrate knowledge.
PBL Helps Students Develop Skills for Living in a Knowledge-Based, Highly Technological SocietyThe old-school model of passively learning facts and reciting them out of context is no longer sufficient to prepare students to survive in today's world. Solving highly complex problems requires that students have both fundamental skills (reading, writing, and math) and digital-age skills (teamwork, problem solving, research gathering, time management, information synthesizing, utilizing high tech tools). With this combination of skills, students become directors and managers of their learning process, guided and mentored by a skilled teacher.PBL and Technology Use Bring a New Relevance to the Learning at HandBy bringing real-life context and technology to the curriculum through a PBL approach, students are encouraged to become independent workers, critical thinkers, and lifelong learners. Teachers can communicate with administrators, exchange ideas with other teachers and subject-area experts, and communicate with parents, all the while breaking down invisible barriers such as isolation of the classroom, fear of embarking on an unfamiliar process, and lack of assurances of success.PBL is not just a way of learning; it's a way of working together. If students learn to take responsibility for their own learning, they will form the basis for the way they will work with others in their adult lives.PBL Lends Itself to Authentic AssessmentAuthentic assessment and evaluation allow us to systematically document a child's progress and development. PBL encourages this by doing the following:It lets the teacher have multiple assessment opportunities. It allows a child to demonstrate his or her capabilities while working independently. It shows the child's ability to apply desired skills such as doing research.It develops the child's ability to work with his or her peers, building teamwork and group skills. It allows the teacher to learn more about the child as a person. It helps the teacher communicate in progressive and meaningful ways with the child or a group of children on a range of issues.PBL Promotes Lifelong LearningLee Shulman, president of the Carnegie Foundation for the Advancement of Teaching, has observed, "Teaching has been an activity undertaken behind closed doors between moderately consenting participants." PBL promotes lifelong learning becausePBL and the use of technology enable students, teachers, and administrators to reach out beyond the school building. students become engaged builders of a new knowledge base and become active, lifelong learners. PBL teaches children to take control of their learning, the first step as lifelong learners. PBL Accommodates Students with Varying Learning Styles and DifferencesIt is known that children have various learning styles. They build their knowledge on varying backgrounds and experiences. It is also recognized that children have a broader range of capabilities than they have been permitted to show in regular classrooms with the traditional text-based focus. PBL addresses these differences, because students must use all modalities in the process of researching and solving a problem, then communicating the solutions. When children are interested in what they are doing and are able to use their areas of strength, they achieve at a higher level.