UbD presentation for DS
•
0 likes•797 views
UbD is a framework for designing curriculum that focuses on developing student understanding and ability to apply knowledge. It involves planning curriculum backwards from the desired results - what students should know and be able to do. The UbD template consists of 3 stages: 1) Desired Results, which identifies goals, understandings, and essential questions; 2) Assessment Evidence, which involves performance tasks and other assessments; and 3) Learning Plan, which outlines learning activities and lesson plans. The goal of UbD is for students to understand concepts at a deeper level and be able to transfer their learning to new situations.
Report
Share
Report
Share
Recommended
Summative Assessment in English Teaching
This document discusses principles of language assessment and guidelines for designing classroom tests. It describes the purpose of assessment as formative or summative and identifies key considerations like validity, reliability, practicality and authenticity. Examples are provided to illustrate these concepts, such as how to ensure a test is valid by including items that truly measure the intended skill or knowledge. The document also provides examples of different types of test items and formats that can be used, and emphasizes aligning the test with the intended learning objectives. Overall, the document outlines best practices for designing classroom assessments that effectively evaluate student learning.
Online assessment
This document discusses different types of online assessment used in education. It identifies formative assessment as used early in instruction to monitor student learning and provide feedback to improve teaching. Summative assessment measures how well learning outcomes are achieved at the end of instruction. Other assessment types discussed include diagnostic pre-assessment, confirmative assessment to check ongoing success, norm-referenced assessment comparing to averages, and criterion-referenced assessment against predetermined standards. The document also lists some popular online assessment tools for teachers.
Heather Ward, pICT Faculty Fellow 2006
The document outlines a 4-phase class structure that discusses journalism principles and their practical application. It then discusses problems with the previous project implementation, which did not fully meet the goals of developing analytical skills or learning diverse perspectives. Possible solutions are explored, and a new technology-based solution is proposed. The proposed solution involves students writing portions of an essay on a principle and context issue. The full essay would be posted online for all students to read and complete a quiz on, in order to better meet the class goals.
Backward Design
Backward design is an approach to curriculum development where teachers start with the learning goals or desired results and work backwards to develop assessments and learning activities. The key steps are to identify learners and their needs, determine curricular priorities like standards, design assessments, and then create learning activities. Teachers should scaffold instruction and design curriculum with the goal that students can apply their learning. Backward design helps ensure the curriculum is tailored to meet student needs.
Online Assessment
This document discusses online assessment and the use of technology in assessment. It suggests that assessment should measure learning objectives and application of knowledge, and that assessment techniques should reflect course pedagogy. Assessment can be done through student self-assessment, teacher-student interaction and feedback, and supervision. Different types of assessment include traditional, alternative, and performance-based. Technological tools can facilitate teaching, promote learning, and require shifts in human interaction, learning paradigms, and assessment techniques when courses move online. Rubrics and online tools like Socrative, Kahoot, and Edmodo can be used for online assessment.
Formative and summative assessments unit 3 revised without references
Formative assessments are used during instruction to provide feedback to students and teachers to help improve the learning process. Examples include reflective journals, questions and answers sessions, and feedback collected throughout a term. Summative assessments are used to evaluate student learning at the end of an instructional period by providing a grade. Examples include rubrics, exams, term papers and projects. Formative assessments focus on ongoing improvement while summative assessments make final judgments about student performance and program effectiveness. Both types of assessments have advantages and disadvantages for students and teachers. The document emphasizes the importance of providing descriptive feedback to students.
Assessment presentation
This is a presentation prepared for the requirement for my masters programme from Andrews University. It is about the importance of assessment in the classroom and also gives us the idea about different forms of assessment.
"CMC Moving Ahead": Assessment In-Service 2010
The document discusses student learning assessment and provides guidance on effective assessment practices. It outlines the key levels of assessment from the student to institutional level. It also discusses establishing clear and measurable learning goals, focusing assessment efforts, supporting faculty involvement, and using assessment results to improve student outcomes and inform decision making. The overall message is that assessment should be an ongoing and collaborative process aimed at enhancing student learning.
Recommended
Summative Assessment in English Teaching
This document discusses principles of language assessment and guidelines for designing classroom tests. It describes the purpose of assessment as formative or summative and identifies key considerations like validity, reliability, practicality and authenticity. Examples are provided to illustrate these concepts, such as how to ensure a test is valid by including items that truly measure the intended skill or knowledge. The document also provides examples of different types of test items and formats that can be used, and emphasizes aligning the test with the intended learning objectives. Overall, the document outlines best practices for designing classroom assessments that effectively evaluate student learning.
Online assessment
This document discusses different types of online assessment used in education. It identifies formative assessment as used early in instruction to monitor student learning and provide feedback to improve teaching. Summative assessment measures how well learning outcomes are achieved at the end of instruction. Other assessment types discussed include diagnostic pre-assessment, confirmative assessment to check ongoing success, norm-referenced assessment comparing to averages, and criterion-referenced assessment against predetermined standards. The document also lists some popular online assessment tools for teachers.
Heather Ward, pICT Faculty Fellow 2006
The document outlines a 4-phase class structure that discusses journalism principles and their practical application. It then discusses problems with the previous project implementation, which did not fully meet the goals of developing analytical skills or learning diverse perspectives. Possible solutions are explored, and a new technology-based solution is proposed. The proposed solution involves students writing portions of an essay on a principle and context issue. The full essay would be posted online for all students to read and complete a quiz on, in order to better meet the class goals.
Backward Design
Backward design is an approach to curriculum development where teachers start with the learning goals or desired results and work backwards to develop assessments and learning activities. The key steps are to identify learners and their needs, determine curricular priorities like standards, design assessments, and then create learning activities. Teachers should scaffold instruction and design curriculum with the goal that students can apply their learning. Backward design helps ensure the curriculum is tailored to meet student needs.
Online Assessment
This document discusses online assessment and the use of technology in assessment. It suggests that assessment should measure learning objectives and application of knowledge, and that assessment techniques should reflect course pedagogy. Assessment can be done through student self-assessment, teacher-student interaction and feedback, and supervision. Different types of assessment include traditional, alternative, and performance-based. Technological tools can facilitate teaching, promote learning, and require shifts in human interaction, learning paradigms, and assessment techniques when courses move online. Rubrics and online tools like Socrative, Kahoot, and Edmodo can be used for online assessment.
Formative and summative assessments unit 3 revised without references
Formative assessments are used during instruction to provide feedback to students and teachers to help improve the learning process. Examples include reflective journals, questions and answers sessions, and feedback collected throughout a term. Summative assessments are used to evaluate student learning at the end of an instructional period by providing a grade. Examples include rubrics, exams, term papers and projects. Formative assessments focus on ongoing improvement while summative assessments make final judgments about student performance and program effectiveness. Both types of assessments have advantages and disadvantages for students and teachers. The document emphasizes the importance of providing descriptive feedback to students.
Assessment presentation
This is a presentation prepared for the requirement for my masters programme from Andrews University. It is about the importance of assessment in the classroom and also gives us the idea about different forms of assessment.
"CMC Moving Ahead": Assessment In-Service 2010
The document discusses student learning assessment and provides guidance on effective assessment practices. It outlines the key levels of assessment from the student to institutional level. It also discusses establishing clear and measurable learning goals, focusing assessment efforts, supporting faculty involvement, and using assessment results to improve student outcomes and inform decision making. The overall message is that assessment should be an ongoing and collaborative process aimed at enhancing student learning.
RIDE 2010 presentation - Ipsative assessment and motivation of distance learners
RIDE 2010 presentation - Ipsative assessment and motivation of distance learnersCentre for Distance Education
This document discusses ipsative assessment as an alternative to criteria-referenced assessment for motivating distance learners. It summarizes a study on the use of ipsative feedback for students in an online Master's program. The study found that while students saw the benefit of ipsative feedback for tracking their own progress, they felt the feedback lacked clarity and specificity to help them improve. Tutors acknowledged ipsative assessment could motivate students but had concerns about implementation. The document recommends introducing ipsative feedback to reduce overemphasis on grades, but notes staff training would be needed and ipsative grades would require careful explanation of benefits.Formative Assessment Tips and Strategies
Formative assessment involves gathering evidence of student learning and using that information to guide instruction. There are 5 types of formative assessment: self-reflection, peer feedback, evidence of learning, feedback, and knowing where students are in their learning. Effective formative assessment strategies include learning intentions and success criteria, exit tickets, peer assessment, and self-reflection tools.
Proactive Feedback Strategies in Online (and Offline) Teaching
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
IMIH.OpenLearning
The document provides guidance on developing open learning materials. It defines open learning as enabling self-directed learning where the learner has control over various aspects of the learning process. It recommends asking seven questions when planning a self-instructional course, including the learners, objectives, content, sequencing, teaching methods, assessment, and evaluation. Tips are provided on writing objectives, deciding content, writing lessons, and including features before, during, and after lessons to support self-directed learning.
Arte387 Ch5
This document discusses formative and summative assessment in art education. Formative assessment is used throughout instruction to monitor student progress and provide feedback, while summative assessment evaluates student learning at the end of a period of instruction, such as a lesson, unit, or course. The document provides examples of assessment strategies that can be used for different art disciplines and cognitive domains, such as paraphrasing to assess critical thinking or attitude scales to evaluate student mindsets. It also covers topics like scoring rubrics, exit levels, and grading systems for summative assessment.
Aligning Assessments to Course Outcomes
This document discusses aligning course assessments with learning outcomes. It provides guidance on developing effective learning outcomes and assessments, including characteristics of good outcomes, the difference between formative and summative assessments, and types of authentic assessments. The document encourages faculty to review their assessments to ensure they measure desired learning and provide a skeletal course outline template to help align assessments with one identified course outcome.
Assessment in the Senior School (April 2017)
This document discusses assessment practices at Prem International School's Senior School. It explains that assessment is centered around student learning and used purposefully to promote understanding. Teachers, students, and parents all have assessment responsibilities. In the MYP, students are assessed against published criteria on a 1-8 scale across four objective groups in each subject. In the DP, students receive grades from 1-7 in each subject and must meet overall grade thresholds. The CP involves coursework, projects, and other assessments depending on the particular program. Formative assessments check understanding, while summative assessments conclude units or projects. Report cards communicate criteria levels, learning behaviors marks, and teacher comments on student progress.
Assessment and Rubrics
This document provides an overview of a webinar on assessments and rubrics for transforming undergraduate STEM education. The webinar goals are to define typical terminology related to outcomes, assessments and rubrics, propose assessments for different outcomes and levels, and access and use a materials design rubric. The rubric links learning goals and processes through seven sections including guiding principles, learning goals and outcomes, assessments and measurements, resources and materials, instructional strategies, alignment, and GETSI-specific instructional strategies. The webinar discusses writing learning outcomes, formative and summative assessments, examples of current rubrics, and designing effective rubrics.
F oro 2.pptx
This document discusses tools and instruments that can be used to measure quality in education. It outlines aspects to consider when selecting tools like validity, reliability, and efficiency. It then provides an overview of several existing tools, including teacher self-evaluations, feedback from parents and stakeholders, assessments of student learning progress, and peer observations. The goals of these tools are to evaluate teaching quality, gather input from outside perspectives, and support continuous improvement efforts through analysis of strengths, weaknesses, opportunities, and threats. Selecting the right tools and using feedback appropriately are emphasized as important ways to help ensure quality in education.
An Exploration of Feedback in Midwifery Education
Jo Killingley's presentation from Middlesex University's Annual Learning and Teaching Conference 2015
Formative assessment
Formative assessment is a continuous process of gathering evidence of student learning. It involves observing students, questioning them, and collecting work to determine what they have and have not learned. Teachers use this evidence to provide descriptive feedback to students to help close learning gaps and improve understanding. The goal is for students to understand learning targets and criteria for success so they can independently monitor and improve their own learning.
Advance organiser model AOM definition , implications, types of advance orga...
This slides contain Advance organizer model types and examples of advance organizer model and also implications, advantages of advance organiser model, principles of advance organizer model
Metacognition
The document discusses metacognition and teaching students to learn. It provides strategies for planning, monitoring, and evaluating learning. It suggests teaching students to set goals, think aloud, identify ways to grow learning skills, acknowledge confusion, select and adapt practices, and incorporate reflection. Key components of metacognition include reflection and learning, gathering data, reflecting, creating, and testing. Teachers can provide orienting tasks to guide reading and study, use graphical organizers, rubrics, and wrappers to help students monitor and direct their own learning. The overall goal is to help students develop a growth mindset and self-regulation of their learning.
EDU 643:M2
The document describes the ADDIE model of instructional design and the Understanding by Design (UBD) framework.
The ADDIE model involves 5 phases - Analysis, Design, Development, Implementation, and Evaluation. The Analysis phase involves needs analysis, content analysis and task analysis to identify instructional goals and objectives. The Design phase involves creating a blueprint to guide instruction. The Develop phase prepares instructional materials. The Implementation phase delivers instruction. The Evaluation phase determines if learning outcomes were achieved.
The UBD framework involves 3 stages - identifying desired results, determining acceptable evidence, and planning learning experiences. It focuses on designing curriculum backwards from desired results. The stages guide identifying essential questions, assessment methods, and instructional
Edu 710 hughes proposal powerpoint
This document discusses implementing project-based learning in a 4th grade classroom to determine its impact on student learning. The purpose is to transition students from a traditional to PBL environment and measure the effectiveness using performance metrics like grades and test scores. Key questions include how receptive the school, parents and students will be to the change and what impact PBL may have on struggling vs successful students in traditional learning. The objectives are to evaluate the transition process, identify challenges, determine student preferences for PBL, and conduct an overall analysis of project implementation and results.
Learning outcome
As a result of some learning experience, the learner should be able to do/perform certain tasks. A learning outcome is what a student should be able to do at the end of a program, course, or instructional unit informal education.
The use of MCQs within Team Based Learning
Dr Venetia Brown, Dr Kevin Corbett and Icram Serroukh discuss choosing the right approach to foster student learning
self and peer. evaluation
This document discusses self and peer evaluation in education. It begins by outlining the objectives of understanding and applying self and peer evaluation in nursing practice. It then explains that self and peer evaluation can increase student responsibility, promote deeper learning, and involve students in critical reflection. Self evaluation allows students to assess their own strengths and weaknesses, while peer evaluation judges each student's contribution to group work. Both methods provide feedback to students and teachers. However, they also require time and training to implement effectively without disadvantages like lack of student maturity, reluctance to evaluate peers, or unfair "ganging up".
CIPP Evaluation Model
This document discusses program evaluation models, including the CIPP (Context, Input, Process, Product) model developed by Stufflebeam et al. in the 1960s. The CIPP model guides evaluators in assessing a program's context, inputs, processes, and products. Context evaluation assesses needs and priorities. Input evaluation judges resources and strategies. Process evaluation monitors implementation. Product evaluation determines outcomes and whether goals were achieved. The CIPP model provides a systematic framework for evaluation to make judgments about a program's merit and effectiveness.
Cipp model
The document outlines the history and development of the CIPP (Context, Input, Process, Product) model for program evaluation. It describes the model's introduction in the 1960s and its refinement over several installments between 1966-1972 to include the four parts of context, input, process, and product evaluation. The current version from 2002 further aims to develop a coherent theoretical framework to guide evaluation.
Ub d inservice 8.20.12
UbD is a framework for designing curriculum and lessons that begins with the end in mind - identifying the desired results and assessments before designing learning activities. It uses a "backward design" approach with 3 stages: 1) Identifying desired results such as standards, understandings, essential questions and transfer goals; 2) Determining acceptable evidence of student understanding through assessments; 3) Planning learning experiences and instruction to help students achieve results. The goal is to design engaging lessons focused on big ideas, questions and standards rather than just covering material.
The Backward Design
What is backward design?
A framework to assist teachers in designing or redesigning teaching materials to enhance learning understanding.
More Related Content
What's hot
RIDE 2010 presentation - Ipsative assessment and motivation of distance learners
RIDE 2010 presentation - Ipsative assessment and motivation of distance learnersCentre for Distance Education
This document discusses ipsative assessment as an alternative to criteria-referenced assessment for motivating distance learners. It summarizes a study on the use of ipsative feedback for students in an online Master's program. The study found that while students saw the benefit of ipsative feedback for tracking their own progress, they felt the feedback lacked clarity and specificity to help them improve. Tutors acknowledged ipsative assessment could motivate students but had concerns about implementation. The document recommends introducing ipsative feedback to reduce overemphasis on grades, but notes staff training would be needed and ipsative grades would require careful explanation of benefits.Formative Assessment Tips and Strategies
Formative assessment involves gathering evidence of student learning and using that information to guide instruction. There are 5 types of formative assessment: self-reflection, peer feedback, evidence of learning, feedback, and knowing where students are in their learning. Effective formative assessment strategies include learning intentions and success criteria, exit tickets, peer assessment, and self-reflection tools.
Proactive Feedback Strategies in Online (and Offline) Teaching
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
IMIH.OpenLearning
The document provides guidance on developing open learning materials. It defines open learning as enabling self-directed learning where the learner has control over various aspects of the learning process. It recommends asking seven questions when planning a self-instructional course, including the learners, objectives, content, sequencing, teaching methods, assessment, and evaluation. Tips are provided on writing objectives, deciding content, writing lessons, and including features before, during, and after lessons to support self-directed learning.
Arte387 Ch5
This document discusses formative and summative assessment in art education. Formative assessment is used throughout instruction to monitor student progress and provide feedback, while summative assessment evaluates student learning at the end of a period of instruction, such as a lesson, unit, or course. The document provides examples of assessment strategies that can be used for different art disciplines and cognitive domains, such as paraphrasing to assess critical thinking or attitude scales to evaluate student mindsets. It also covers topics like scoring rubrics, exit levels, and grading systems for summative assessment.
Aligning Assessments to Course Outcomes
This document discusses aligning course assessments with learning outcomes. It provides guidance on developing effective learning outcomes and assessments, including characteristics of good outcomes, the difference between formative and summative assessments, and types of authentic assessments. The document encourages faculty to review their assessments to ensure they measure desired learning and provide a skeletal course outline template to help align assessments with one identified course outcome.
Assessment in the Senior School (April 2017)
This document discusses assessment practices at Prem International School's Senior School. It explains that assessment is centered around student learning and used purposefully to promote understanding. Teachers, students, and parents all have assessment responsibilities. In the MYP, students are assessed against published criteria on a 1-8 scale across four objective groups in each subject. In the DP, students receive grades from 1-7 in each subject and must meet overall grade thresholds. The CP involves coursework, projects, and other assessments depending on the particular program. Formative assessments check understanding, while summative assessments conclude units or projects. Report cards communicate criteria levels, learning behaviors marks, and teacher comments on student progress.
Assessment and Rubrics
This document provides an overview of a webinar on assessments and rubrics for transforming undergraduate STEM education. The webinar goals are to define typical terminology related to outcomes, assessments and rubrics, propose assessments for different outcomes and levels, and access and use a materials design rubric. The rubric links learning goals and processes through seven sections including guiding principles, learning goals and outcomes, assessments and measurements, resources and materials, instructional strategies, alignment, and GETSI-specific instructional strategies. The webinar discusses writing learning outcomes, formative and summative assessments, examples of current rubrics, and designing effective rubrics.
F oro 2.pptx
This document discusses tools and instruments that can be used to measure quality in education. It outlines aspects to consider when selecting tools like validity, reliability, and efficiency. It then provides an overview of several existing tools, including teacher self-evaluations, feedback from parents and stakeholders, assessments of student learning progress, and peer observations. The goals of these tools are to evaluate teaching quality, gather input from outside perspectives, and support continuous improvement efforts through analysis of strengths, weaknesses, opportunities, and threats. Selecting the right tools and using feedback appropriately are emphasized as important ways to help ensure quality in education.
An Exploration of Feedback in Midwifery Education
Jo Killingley's presentation from Middlesex University's Annual Learning and Teaching Conference 2015
Formative assessment
Formative assessment is a continuous process of gathering evidence of student learning. It involves observing students, questioning them, and collecting work to determine what they have and have not learned. Teachers use this evidence to provide descriptive feedback to students to help close learning gaps and improve understanding. The goal is for students to understand learning targets and criteria for success so they can independently monitor and improve their own learning.
Advance organiser model AOM definition , implications, types of advance orga...
This slides contain Advance organizer model types and examples of advance organizer model and also implications, advantages of advance organiser model, principles of advance organizer model
Metacognition
The document discusses metacognition and teaching students to learn. It provides strategies for planning, monitoring, and evaluating learning. It suggests teaching students to set goals, think aloud, identify ways to grow learning skills, acknowledge confusion, select and adapt practices, and incorporate reflection. Key components of metacognition include reflection and learning, gathering data, reflecting, creating, and testing. Teachers can provide orienting tasks to guide reading and study, use graphical organizers, rubrics, and wrappers to help students monitor and direct their own learning. The overall goal is to help students develop a growth mindset and self-regulation of their learning.
EDU 643:M2
The document describes the ADDIE model of instructional design and the Understanding by Design (UBD) framework.
The ADDIE model involves 5 phases - Analysis, Design, Development, Implementation, and Evaluation. The Analysis phase involves needs analysis, content analysis and task analysis to identify instructional goals and objectives. The Design phase involves creating a blueprint to guide instruction. The Develop phase prepares instructional materials. The Implementation phase delivers instruction. The Evaluation phase determines if learning outcomes were achieved.
The UBD framework involves 3 stages - identifying desired results, determining acceptable evidence, and planning learning experiences. It focuses on designing curriculum backwards from desired results. The stages guide identifying essential questions, assessment methods, and instructional
Edu 710 hughes proposal powerpoint
This document discusses implementing project-based learning in a 4th grade classroom to determine its impact on student learning. The purpose is to transition students from a traditional to PBL environment and measure the effectiveness using performance metrics like grades and test scores. Key questions include how receptive the school, parents and students will be to the change and what impact PBL may have on struggling vs successful students in traditional learning. The objectives are to evaluate the transition process, identify challenges, determine student preferences for PBL, and conduct an overall analysis of project implementation and results.
Learning outcome
As a result of some learning experience, the learner should be able to do/perform certain tasks. A learning outcome is what a student should be able to do at the end of a program, course, or instructional unit informal education.
The use of MCQs within Team Based Learning
Dr Venetia Brown, Dr Kevin Corbett and Icram Serroukh discuss choosing the right approach to foster student learning
self and peer. evaluation
This document discusses self and peer evaluation in education. It begins by outlining the objectives of understanding and applying self and peer evaluation in nursing practice. It then explains that self and peer evaluation can increase student responsibility, promote deeper learning, and involve students in critical reflection. Self evaluation allows students to assess their own strengths and weaknesses, while peer evaluation judges each student's contribution to group work. Both methods provide feedback to students and teachers. However, they also require time and training to implement effectively without disadvantages like lack of student maturity, reluctance to evaluate peers, or unfair "ganging up".
CIPP Evaluation Model
This document discusses program evaluation models, including the CIPP (Context, Input, Process, Product) model developed by Stufflebeam et al. in the 1960s. The CIPP model guides evaluators in assessing a program's context, inputs, processes, and products. Context evaluation assesses needs and priorities. Input evaluation judges resources and strategies. Process evaluation monitors implementation. Product evaluation determines outcomes and whether goals were achieved. The CIPP model provides a systematic framework for evaluation to make judgments about a program's merit and effectiveness.
Cipp model
The document outlines the history and development of the CIPP (Context, Input, Process, Product) model for program evaluation. It describes the model's introduction in the 1960s and its refinement over several installments between 1966-1972 to include the four parts of context, input, process, and product evaluation. The current version from 2002 further aims to develop a coherent theoretical framework to guide evaluation.
What's hot (20)
RIDE 2010 presentation - Ipsative assessment and motivation of distance learners
RIDE 2010 presentation - Ipsative assessment and motivation of distance learners
Proactive Feedback Strategies in Online (and Offline) Teaching
Proactive Feedback Strategies in Online (and Offline) Teaching
Advance organiser model AOM definition , implications, types of advance orga...
Advance organiser model AOM definition , implications, types of advance orga...
Similar to UbD presentation for DS
Ub d inservice 8.20.12
UbD is a framework for designing curriculum and lessons that begins with the end in mind - identifying the desired results and assessments before designing learning activities. It uses a "backward design" approach with 3 stages: 1) Identifying desired results such as standards, understandings, essential questions and transfer goals; 2) Determining acceptable evidence of student understanding through assessments; 3) Planning learning experiences and instruction to help students achieve results. The goal is to design engaging lessons focused on big ideas, questions and standards rather than just covering material.
The Backward Design
What is backward design?
A framework to assist teachers in designing or redesigning teaching materials to enhance learning understanding.
Ubd Edi Soh Presentation
The document discusses the backward design process for curriculum planning outlined in Understanding by Design (UbD). It describes the three stages as: 1) identifying desired learning outcomes, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences and instruction. The framework emphasizes starting with the end goal of student learning and understanding in mind to ensure curriculum and assessments are properly aligned.
Mathematics
The document discusses Understanding by Design (UBD), a framework for designing curriculum and assessments. Some key points:
- UBD is based on backwards design - starting with the desired results and assessing if they were achieved before planning lessons.
- It focuses on developing students' deep understanding of key concepts and enduring understandings, rather than superficial coverage of content.
- Lessons and units are designed around essential questions to spark inquiry into big ideas.
- The framework emphasizes designing authentic performance tasks to assess if students achieved the desired understandings and skills.
- A template is provided to guide planning units using UBD in three stages: 1) identifying desired results, 2) determining acceptable evidence, and
Ubd in ICT Learning
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
Assessment
An overview of a variety of assessment types and alignment between stage 1 of curriculum mapping and stage 2 of assessments.
Assessment IAG 2018
This document discusses two methods for assessing creative and critical thinking skills:
1. Performance assessments using project rubrics to evaluate skills demonstrated in projects.
2. A formalized pre/mid/post assessment technique involving giving students prompts before and after a unit to demonstrate skills in different contexts, as well as a generalization prompt, followed by student reflection. This allows evaluating whether students can transfer skills independently across contexts more efficiently than performance assessments.
Key aspects of the techniques include deliberately defining the skills to be assessed, providing multiple contexts and opportunities for transfer, and incorporating student reflection. Both aim to measure application of skills like creativity, critical thinking, and design thinking beyond a single project.
Understanding by design teaching ellen meier ctsc
This document introduces the Understanding by Design (UbD) framework created by Grant Wiggins and Jay McTighe. It explains that UbD focuses on developing student understanding through a backwards design process. This process involves first identifying the desired results or understandings, then determining acceptable evidence, and finally planning the learning experiences and instruction. The document provides an overview of the key elements of UbD including essential questions, stages of backward design, filters for selecting enduring understandings, facets of understanding, and implications for teaching and assessment.
Assessment.simple explanation
This document discusses different types of assessment and strategies to promote effective assessment. It describes three main types of assessment: assessment for learning, which informs teaching; assessment as learning, which involves student self-assessment; and assessment of learning, which evaluates student learning. Several strategies are outlined, including setting clear learning intentions, establishing assessment criteria, using questions to check understanding, providing descriptive feedback, and involving students in peer and self-assessment. The goal is to use assessment to actively engage students in learning and help teachers improve their instruction.
The Secret to Outstanding Student Growth/Teacher Effectiveness
UbD in a Nutshell document explains the basics of the Understanding by Design curriculum planning process.
UbD_Session3_672
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.
CTD Spring 2015 Weekly Workshop: Assessment that supports learning
This document discusses formative assessment and how it can support learning when used effectively. Formative assessment provides timely feedback aligned with learning goals to guide student practice. Rubrics are discussed as a form of formative assessment that can clarify expectations for students and provide targeted feedback to help them improve. The document emphasizes establishing learning outcomes and aligning assessments and instructional activities to those outcomes in order to best support student learning.
Problem based learning Q/A
The document discusses objectives and assessment for project-based learning. It provides examples of objectives that focus on improving critical thinking and problem solving skills. Objectives should be clear and discussed with participants. Assessment should be based on the objectives and can involve self-assessment, peer assessment, observation, and questionnaires. Key factors in choosing a project topic include curricular goals, students' interests and knowledge, competencies, resources, and external support.
UbD_Session#3
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.
Ubd template 1
This document provides a template for designing curriculum using the Understanding by Design framework. It includes prompts to help educators plan their goals and objectives, assessments, and learning activities in three stages. Stage 1 focuses on the desired results, including goals, essential questions, understandings, and assessments. Stage 2 prompts the planning of performance tasks and other evidence to demonstrate student achievement. Stage 3 is for designing learning experiences and instruction that will help students achieve the goals. It provides "WHERETO" questions to guide activity design.
Ubd template 1
This document provides a template for designing curriculum using the Understanding by Design framework. It includes prompts to help educators plan their goals and objectives, assessments, and learning activities in three stages. Stage 1 focuses on the desired results, including goals, essential questions, understandings, and assessments. Stage 2 prompts the planning of performance tasks and other evidence to demonstrate student achievement. Stage 3 involves designing learning experiences and instruction that will enable students to achieve the goals outlined in Stage 1. The template also includes considerations for hooking student interest, allowing experiences and exploration, rethinking and revising understanding, evaluating work, tailoring instruction, and maximizing organization.
Understanding by design teaching with the end in mind curriculum and planni...
The document discusses Understanding by Design (UbD), a backwards design curriculum planning model developed by Wiggins and McTighe. UbD involves three stages: 1) identifying desired results such as standards, goals, and essential questions; 2) determining acceptable evidence of student learning through assessments; and 3) planning learning experiences and instruction. The document argues that UbD can be effectively combined with a learner-centered approach by involving students in deciding essential questions, allowing choice in assessments, and incorporating collaborative learning experiences. Using UbD with a learner-centered method enables students to take an active role in the learning process and apply their knowledge in personally meaningful ways.
Townvc5
This document provides an agenda and background information for a virtual meeting as part of the TOWN 2013 Phase 2 numeracy initiative. The meeting will focus on continuous assessment, feedback strategies, and planning for sustainability of the program. Teachers are asked to complete tasks between meetings, including assessing students during a lesson, providing feedback on the lesson and assessment, and continuing to update student progress records. The next meeting will be on November 4th to discuss feedback from continuous assessments, implementing self-feedback activities, and completing tracking sheets and assessments for the program.
Developing Student Confidence
The following slide deck highlights specific strategies teachers may utilize to enable students to develop assessment capabilities, a growth mindset, and the knowledge and skills to support others in their learning. This presentation was delivered at ASCD New Orleans 2016
Stage Iii Lp
The backward design model comprises three stages:
I. Identify desired results
II. Determine acceptable evidence
III. Plan learning experiences and instruction. Once desired results and evidence are determined, a lesson plan can be developed to help students reach the objectives. Wiggins and McTighe's "WHERE" approach is used in planning instruction and experiences.
Similar to UbD presentation for DS (20)
The Secret to Outstanding Student Growth/Teacher Effectiveness
The Secret to Outstanding Student Growth/Teacher Effectiveness
CTD Spring 2015 Weekly Workshop: Assessment that supports learning
CTD Spring 2015 Weekly Workshop: Assessment that supports learning
Understanding by design teaching with the end in mind curriculum and planni...
Understanding by design teaching with the end in mind curriculum and planni...
Recently uploaded
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaBÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdHow to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Recently uploaded (20)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
UbD presentation for DS
- 1. Understanding by Design by Grant Wiggins & Jay McTighe Dianne Pappafotopoulos, K-12 Technology Specialist Dover – Sherborn Public Schools
- 2. Overview of UbD UbD is a way of thinking purposefully about curricular planning The end goal is understanding and the ability to transfer learning Evidence of understanding is revealed through performance Educators are coaches of understanding, not purveyors of content or activity Planning is done “backward” from the desired result (goal) UbD transforms Content Standards and other goals into focused learning targets based on “big ideas” and transfer tasks Design Standards guide self-assessment and peer reviews of curriculum, instruction, and assessment for quality control UbD reflects a “continuous improvement” approach to design and learning.
- 3. “If you ask a student why they are learning something, they should understand why, what they need to know, and why it is important to know.” Grant Wiggins Interview
- 4. What is the UbD Template? UbD template is designed in 3 stages: Stage 1: Desired Results (Established Goals / Understandings/Essential Questions) Stage 2: Assessment Evidence (Performance Tasks/Other Evidence) Stage 3: Learning Plan (Learning Activities/Lesson Plans
- 5. UbD Template Stage 1 – Desired Results Established Goal (s): What relevant goals (i.e. Content Standards, Course or Program Objectives, Learning Outcomes etc.) will this design address? Understandings (s): Students will understand that…. •What are the big ideas? •What specific understandings about them are desired? •What misunderstandings are predictable? Transfer: How can I transfer the skills and learning to real-life situations? Essential Question (s): What provocative questions will foster inquiry, understanding, and transfer of learning?
- 6. UbD Template Stage 2 - Assessment Evidence Performance Task (s): • Through what authentic performance tasks will students demonstrate the desired understanding? • By what criteria will “performances of understanding” be judged? Other Evidence: • Through what other evidence (i.e. quizzes, tests, academic prompts, homework, journals, etc.) will students demonstrate achievement of the desired result? • How will students reflect upon and self-assess their learning?
- 7. UbD Template Stage 3 - Learning Plan Learning Activities should……. W help the student to know where the unit is going and what is expected H hook all students and hold their interest E equip students, help them experience key ideas and explore issues R provide opportunities to rethink and revise their understanding and work E allow students to evaluate their work and its implications T be tailored to meet different needs, interests and abilities of learners O be organized to maximize initial and sustained engagement and effective learning
- 8. UbD Resources Wiggins & McTighe UbD Overview