Ubd intro ppt
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This document introduces Understanding by Design (UbD), an approach to lesson planning and curriculum design. It outlines the basic philosophy of UbD as designing instruction backwards from desired results. The three stages of UbD are: 1) identifying desired results in terms of goals and standards; 2) determining acceptable evidence of student understanding through assessments; and 3) planning learning experiences and instruction. The document provides examples of applying each UbD stage to a drivers education unit to demonstrate how to design a unit using this backwards design approach.
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The document defines learning as a permanent change in behavior due to past experiences and practice. It discusses evaluating performance to provide feedback, set goals and targets, and assess teaching effectiveness. It also outlines the three stages of learning according to Fitts and Posner: the cognitive stage involving mental rehearsal and feedback, the associative stage being the practice phase where motor programs are created, and the autonomous stage where the skill can be performed with little thought and the performer can focus on the environment. Learners are asked to relate examples from sport to each learning stage.
Ubd intro ppt
The document discusses Understanding by Design (UbD), an educational framework for designing curriculum and units of study. It introduces the basic philosophy of UbD and outlines its three stages - Desired Results, Evidence of Learning, and Learning Plan. The framework is intended to help teachers design curriculum that focuses on big ideas and essential questions, includes authentic assessments to measure student understanding, and provides learning experiences that enable students to transfer their learning.
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3. Students benefit from immediate feedback to encourage and motivate their learning.
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This document provides an overview of the three stages of Understanding by Design (UbD):
1) Stage 1 focuses on identifying desired learning outcomes and establishing essential questions.
2) Stage 2 involves determining how student learning will be assessed through evidence.
3) Stage 3 is designing learning experiences and instruction to ensure Stages 1 and 2 are addressed, including considerations for students who don't learn or already know the material. The overview connects UbD to the work of professional learning communities and examines how to plan for and support student learning.
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The document defines learning as a permanent change in behavior due to past experiences and practice. It discusses evaluating performance to provide feedback, set goals and targets, and assess teaching effectiveness. It also outlines the three stages of learning according to Fitts and Posner: the cognitive stage involving mental rehearsal and feedback, the associative stage being the practice phase where motor programs are created, and the autonomous stage where the skill can be performed with little thought and the performer can focus on the environment. Learners are asked to relate examples from sport to each learning stage.
Ubd intro ppt
The document discusses Understanding by Design (UbD), an educational framework for designing curriculum and units of study. It introduces the basic philosophy of UbD and outlines its three stages - Desired Results, Evidence of Learning, and Learning Plan. The framework is intended to help teachers design curriculum that focuses on big ideas and essential questions, includes authentic assessments to measure student understanding, and provides learning experiences that enable students to transfer their learning.
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The document discusses principles of evaluation in education including:
1. Students should understand the criteria used to evaluate their work so they know what is considered good/bad or successful/unsuccessful.
2. Evaluations should be diverse and use various tools to accurately assess students with different learning styles and abilities.
3. Students benefit from immediate feedback to encourage and motivate their learning.
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This document outlines strategies for assessment for learning (Afl) in the classroom. It discusses ensuring that pupils understand what they are learning, how they are being assessed, and how to improve. Teachers should inform pupils of learning objectives, use varied teaching methods, and assess in different ways. Planning should be informed by assessment and include self and peer assessment opportunities. Marking and feedback should provide clear targets for improvement through comment-only marking and dialogue. Learning objectives should be levelled, student-friendly, and reviewed during and after lessons. Questioning techniques focus on open questions, wait time, and pupil-to-pupil discussion. Strategies like thumbs up/down, whiteboards, and traffic lights aid assessment.
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This document outlines some of the key advantages of becoming a lecturer in India. It notes that pursuing a career as a lecturer allows one to follow their passion for academic life. Some of the top advantages mentioned include being able to genuinely enjoy one's job by following their passion, gaining experience as both a teacher and researcher, having some work flexibility including the option to work from home at times, autonomy in choosing course content and teaching methods, and job security due to ongoing demand for qualified lecturers.
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This document provides a sample student monitoring index card to track student progress in key areas over time. The card is designed to be filled out once a week by circling a student's performance in categories like "Stretch and Explore", "Engage & Persist", and "Express" on a scale of 1 to 3. Additional notes can be written on the back. The form is intended to help educators communicate with each other, show progress to students and parents, and identify patterns to individualize instruction.
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This document provides an overview of the three stages of Understanding by Design (UbD):
1) Stage 1 focuses on identifying desired learning outcomes and establishing essential questions.
2) Stage 2 involves determining how student learning will be assessed through evidence.
3) Stage 3 is designing learning experiences and instruction to ensure Stages 1 and 2 are addressed, including considerations for students who don't learn or already know the material. The overview connects UbD to the work of professional learning communities and examines how to plan for and support student learning.
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This document discusses the key principles of Understanding by Design (UbD), a framework for developing curriculum and assessments. It outlines the three stages of backward design in UbD: 1) identifying desired results, 2) determining acceptable evidence, and 3) planning learning experiences. The document provides examples of unpacking standards, determining assessments, and selecting instructional strategies to ensure students learn the content. It emphasizes designing standards-aligned plans, using assessments to measure transfer of understanding, and engaging students through meaningful learning experiences.
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2. It provides strategies for teachers to focus on the key competencies in their everyday teaching, such as coding lessons according to the competencies and incorporating relevant teaching strategies.
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This document provides an overview of Session 2 of a teacher training program conducted by the British Council and Estado de Guanajuato in 2014. It discusses the importance of needs analysis in teacher training and outlines several key topics to be covered in the session, including understanding the roles and skills of effective teacher trainers, different models of teacher training, and how to complete a needs analysis form and analyze the results.
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2. Teachers review the components of providing quality feedback and share examples from their own classes.
3. Presentations are given on balancing one's personal and professional responsibilities over the school year and on the stages teachers go through in their first year.
4. The remainder of the session focuses on assessment and intervention strategies, including an overview of the tiered approach to helping struggling students. Case studies are used to demonstrate how to develop profiles and intervention plans for individual students.
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This document discusses key concepts from Understanding by Design (UbD) for effective lesson planning. It emphasizes the importance of starting with the desired results or goals for student learning, determining acceptable evidence of student understanding through assessment, and planning learning experiences aligned to both. Specific strategies mentioned include identifying essential standards, unpacking them, determining appropriate assessment methods and timing, and using a variety of formative and summative assessments. The document also stresses identifying instructional needs, implementing research-based teaching strategies, monitoring student progress, and using evidence to improve instruction.
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2. It provides strategies for teachers to focus on the key competencies in their everyday teaching, such as coding lessons according to the competencies and incorporating relevant teaching strategies.
3. The document emphasizes developing students' thinking skills and digital literacies to prepare them for the 21st century, and encourages teachers to enhance their own professional learning and dialogue.
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1. The document discusses goals and strategies for supporting students with exceptional learning needs, including analyzing school data, determining priorities, and discussing curriculum, instruction, assessment, and professional development.
2. It provides guidance on developing an improvement plan through defining problems, analyzing issues, implementing solutions, and evaluating progress.
3. School representatives shared information about their school's exceptional student population, assessment results, instructional approaches, and professional development activities.
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This document provides an overview of Session 2 of a teacher training program conducted by the British Council and Estado de Guanajuato in 2014. It discusses the importance of needs analysis in teacher training and outlines several key topics to be covered in the session, including understanding the roles and skills of effective teacher trainers, different models of teacher training, and how to complete a needs analysis form and analyze the results.
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The document describes how different stakeholders in an educational program can use a reflective cycle approach to improve outcomes. It outlines how participants, tutors, managers, and staff can apply reflection to set goals, identify progress, challenges, and solutions to improve student learning and program effectiveness. Key questions are provided to facilitate reflective discussions at each level to continuously improve performance and impact.
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This document outlines an agenda for a professional development session that covers several topics:
1. It begins with an icebreaker asking teachers about student needs and their own questions. Various logistical topics are then addressed.
2. Teachers review the components of providing quality feedback and share examples from their own classes.
3. Presentations are given on balancing one's personal and professional responsibilities over the school year and on the stages teachers go through in their first year.
4. The remainder of the session focuses on assessment and intervention strategies, including an overview of the tiered approach to helping struggling students. Case studies are used to demonstrate how to develop profiles and intervention plans for individual students.
UbD and Technology
This document discusses using Understanding by Design (UbD) and technology to design curriculum. It explains the key components of UbD including identifying desired results, determining acceptable evidence of learning, and planning learning experiences. It provides examples of how to analyze goals, identify understandings and essential questions. It also discusses using technology to enhance formative assessment, research, collaboration and project-based learning in line with UbD principles.
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Congratulations, your students are now ready to develop plans for their chosen career and implement them!
From the previous session, they were able to identify their strengths and weaknesses, and analyzed opportunities and threats that run with them. They also learned that SWOT is not only an effective tool for business but is also beneficial for job seekers and students like them who aim to climb the career and success ladder.
In this module, they will learn the step by step procedure in making plans depending on their timeframe. This will assure them of a more structured and reliable implementation of plans that will lead to achieving goals. Finally, this session will enable them to focus their talents, skills, and values to the career and life plans that they dream of.
So, let us now take off and begin their future today!
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Ubd intro ppt
- 1. Understanding by Design (UbD) Goals Today: Understand the basic philosophy of UbD Become familiar with the UbD vocabulary Become familiar with the Understanding by Design template
- 2. 1. What do you want students to learn? 2. How will you know they have learned it? 3. How will you teach to help them learn? Another way to think of UbD...
- 3. What is the core of what students should understand and be able to do?
- 4. How many buses does the army need to transport 1,128 soldiers if each bus holds 36 soldiers? Your answer? What is Understanding?
- 5. More than 30% of students answered this question 31, remainder 2.
- 6. What is Understanding? Facets of Understanding What words do you think of when you compare knowing to understanding? Explanation Application Perspective Self-knowledge Empathy Interpretation
- 7. Drivers Education-Think about this as a unit What transfer is needed? Knowledge and Skill? Meaning - Understanding and Essential Questions? How will a student demonstrate understanding? Where does the teacher begin instruction?
- 8. With well planned and well articulated units students should be able to answer: What are you doing? Why are you being asked to do it? What will it help you do? How does it fit with what you have previously done? How will you show that you have learned it?
- 9. UbD Desired Results (Stage 1)What standard(s) will the unit focus on? Give your reasons for teaching the unit and identify which standard(s) are most relevant. What are the big ideas and transfer goals embedded in this standard? What should students eventually be able to do on their own if they can meet the standard? What should students come to understand if they really learn this content well? What important questions are raised by this content? What essential questions will guide inquiry into it? What specific skills are stated or implied int he standard? What proficiencies must students attain to meet the standard? What factual knowledge must students acquire to meet the standard?
- 11. UbD Evidence (Stage 2) What “real-world” tasks will reveal students’ understanding and proficiency? What transfer performances should students be able to do well if they have met this standard? (authentic application) What evidence of learning is called for by this standard (and its indicators)? What assessments are needed?
- 13. UbD Learning Plan (Stage 3) What instruction is needed to equip students to meet this standard? What learning experiences will help learners acquire the knowledge and skills, make meaning of the important ideas and equip them to transfer their learning?
- 15. Next Steps... Inroductory/review sessions for all staff Stage 1 Stage 2 Stage 3 Atlas Implementation Essential Questions Authentic Assessment
- 17. We are already on the road... we are just ensuring we continue to head in the right