UbD_Session#3
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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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UbD_Session#3
- 1. Unit Planning ED 699 Professor Sumbera
- 2. The “Big Ideas” of UbD UbD big idea Why is this important? If not… Backward Design Plans need to be well aligned to be effective Twin sins: Aimless activity and coverage Transfer as goal The essence of understanding and the point of schooling Students fail to apply learning Understanding via Big Ideas How transfer occurs; creates connections in learning Fragmented learning; more difficult, less engaging Meaningful Learning This engages and invites students Plans need to be well aligned to be effective
- 4. What must students know and be able to do? Focus on Learning Question #1 (Standards)
- 5. Unwrap United States History 12.4 Students analyze the unique roles & responsibilities of the three branches of government as established by the U.S. Constitution.
- 6. The “Big Ideas” of UbD I want students to understand… • The US Constitution • The three branches of US government
- 7. Unwrap United States History 12.4 Students analyze the unique roles & responsibilities of the three branches of government as established by the U.S. Constitution.
- 8. Unwrap United States History 12.4 Students analyze the unique roles & responsibilities of the three branches of government as established by the U.S. Constitution.
- 9. The “Big Ideas” of UbD I want students to understand… I want students to be able to analyze the roles & responsibilities in order to explain that… (Content, not Big Ideas) The US Constitution The three branches of US government The US Constitution was a solution based on compromise to real & pressing problems, and disagreements in government They were a brilliant balance and limitation of powers
- 10. CPT Instructional Strategies PLC Effective Classroom Instruction & Monitoring
- 11. Instructional Strategies Effective Classroom Instruction & Monitoring On One Standard Released Items PLC CPT
- 13. “Teachers and students can hit any target they can see and will hold still.” Rick Stiggins Guide until it is easily obtained.
- 14. How will we know if they know it and can do it? Focus on Learning Question #2 (Assessment)
- 15. The “Big Ideas” of UbD 1. Identify Desired Results What is it that I want the students to understand and know and be able to do? 2. Determine Acceptable Evidence How will I know that they know what I want them to know? 3. Plan Learning Experiences What do I need to do in the classroom to prepare them for the assessment?
- 16. Identifying Your Assessments Determine HOW you will assess the essential standards (Assessment Method) Determine What you will assess (Unpacked Standards & RTQ) Determine WHEN you will assess (Pacing Guide & Lesson Plans)
- 17. Plan Backward from What’s Essential… Worth being familiar with Important to know and do Enduring understandings Adapted from Wiggins and McTighe, Understanding by Design Assessment Types Traditional quizzes & tests -paper/pencil Performance Tasks & Projects -open-ended -complex -authentic Oral Assessments -conferences -interviews -oral questionning
- 19. How will we ensure they learn it? Focus on Learning Question #3 (Teaching strategies)
- 20. Critical Steps for Success 1. Identify and define significant recursive instructional needs (common errors) 2. Plan and implement instructional solutions (research- based strategies) 3. Consistently and frequently monitor student improvement (document effective practices) 4. Utilizing evidence to drive reflection, analysis, and next steps (DDDM)
Editor's Notes
- A very quick way to look at the benefits of UbD.
- Becky RT¢∞§¶© You can’t teach all standards, you must funnel the focus to those Essential Standards or “Whatever it Takes” Focus standards are selected standards that are essential for student success- like a “Safety Net,” Consider looking at the standards through the common “lens” or “filter” of: Endurance Leverage Readiness for next level of learning OR What students need for success in school in life state tests While all standards are taught, power standards receive priority and more time Ensures all students master key ideas within their grade level *Handout* - read independently -share out at table groups
- Becky What is it we want students to learn? This is guided by our state and local standards
- I want students to understand…
- Here is an example. Could someone restate the point here? Can someone give another example?
- What are the verbs? What level of Blooms? What are the Nouns?
- Evaluate = Verb Roles & Responsibilities = Noun Branches of Gov. & U.S. Constitution = Noun to study
- Here is an example. Could someone restate the point here? Can someone give another example?
- I want you to pin point exactly what your students need and create a lesson plan that will get them there, and oh yeah, make sure you include checking for understanding that assess the essential standards. We are going to start our session today with an activity. Find the star activity Find five-pointed star in pattern You will be given 1 Minute after one minute ask “how many have located the star?” - record the number Move to the next slide
- Reduce pattern 50% Does more information help? Allow 45 seconds after 45 seconds ask “how many have located the star?” - record the number Move to the next slide
- Theory into effective practices Reduce pattern by 50% again Does even more information help? Allow 30 seconds after 30 seconds ask “how many have located the star?” - record the number Move to the next slide which show s the star.
- What is the relationship between this statement and the activity you just participated in? Show answer and debrief using questions on slide How many got the correct answer? Record by group (while looking at the full pattern, 1/2 of the pattern, 1/4 of the pattern). What happened to the number of correct responses when I provided more information? Have participants, in pairs discuss the question and share thoughts with group. Additional questions: What does this activity have to do with ‘clear targets’? What happens when the targets is not share (clarified)? What are the implications for teachers?
- Becky How will we know if each student has mastered the essential learning? What does this look like? Must all teachers determine mastery in the same way? Is consistency important?
- What does backward design mean? Like most frameworks, it is made up of a process. Let’s think about these stages…starting with the end in mind instead of starting with a lesson or learning experience. Let’s keep these questions in mind: Where does this design get us? How can this approach benefit students – all students?
- Nice tos (last ones) – some teachers think they can do everything on this list and more power to them. Realistically, less is more but you do need to pick more then just two. Focus on the tested curriculum vs the taught curriculum
- Becky How will we respond when a student experiences initial difficulty in learning? Simply repeating chapter 3 in the text will not help the student master the content. What will you, the teacher, do differently to help the student learn the material? How will we ensure they learn it? (teaching strategies) Using Blooms HO and RTQ Have them pick a common error and then OUTCOME will be what instructional strategies they will use for Instruction
- Becky 4 Critical Features that lead to success Identify and define significant recursive instructional problems (common errors) An example of a recursive instructional problem may be that your students continually struggle with comprehension. By identifying that recursive problem, teams can begin to address changes in their instruction that need to be made in order for students to be successful. Plan and implement instructional solutions (research-based) When teachers identify the recursive problem and seek instructional strategies to address those problems they are connecting theory into action. Consistently and frequently monitor student improvement (record/document findings about teaching and learning, effective practices) As teachers, we are constantly working towards a detectible change in or student learning based upon our implemented instructional strategies. Utilizing evidence to drive reflection, analysis, and next steps (around instruction, DDDM) We continually use data to analyze and reflect upon our instruction, the student’s reaction to those changes, and identifying the next steps to address student learning needs.