UbD is an Educational planning approach, where focus is on designing the curriculum, assessments and classroom instructions by looking at the outcome. It is and can be used in all the fields while planning.
This document provides an overview of Understanding by Design (UbD), a framework for designing curriculum units that focuses on designing assessments before lessons in order to ensure students achieve desired learning outcomes. It describes the three stages of backward design: 1) identifying desired results like understandings, essential questions and knowledge/skills; 2) determining appropriate assessments like performance tasks; and 3) planning learning experiences to prepare students for the assessments. The goal is for students to develop a deep understanding of key concepts and be able to transfer their learning to new situations.
Understanding by Design (UbD) is a framework for curriculum development created by Jay McTighe and Grant Wiggins that uses backward design. It consists of 3 steps: 1) identifying desired results, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences. The goal is to develop deep student understanding rather than superficial content coverage. Key aspects include defining big ideas, assessing for understanding, and creating units that hook students and allow for application, evaluation, and differentiated learning experiences.
UNDERSTANDING BY DESIGN. module 5.. aj. :)Jinwei Segundo
This document provides an overview of Understanding by Design, an educational framework for designing curriculum and lessons. It describes the three stages of Understanding by Design as Desired Results, Assessment Evidence, and Learning Plan. It also outlines the six facets of understanding as Explanation, Interpretation, Application, Perspective, Empathy, and Self-Understanding. Finally, it provides examples of learning activities and teaching methods that can be used to engage students and promote deep learning.
OUTCOMES-BASED EDUCATION (OBE) OR OUTCOMES-BASED TEACHING AND LEARNING (OBTL)JASMIN ROXAS
This document provides information about outcomes-based education (OBE), including:
- The key differences between traditional teaching and OBE, which focuses on what students can do rather than what teachers teach.
- The three views of OBE as an educational theory, systemic structure, or classroom practice.
- The constructive alignment framework which aligns intended learning outcomes, teaching methods, and assessments.
- Guidelines for writing effective intended learning outcomes, including making them student-focused, specific, and measurable.
The overall purpose is to explain the principles of OBE and provide tools to design curriculum and assessments aligned with learning outcomes.
The document discusses key concepts of understanding by design including understanding versus knowledge, unpacking standards, and principles of understanding by design. It explains that understanding is a mental construct that allows people to make sense of knowledge, while knowledge is simply knowing facts. It provides examples of unpacking standards to clarify goals and objectives. Some principles discussed are planning curriculum backward from desired results, focusing on big ideas and essential questions, and helping students learn to use content.
The document discusses portfolio assessment as an alternative to traditional testing. It describes portfolios as collections of student work that demonstrate skills and abilities. The document provides guidance on setting up effective portfolio assessment, including deciding on a purpose, selecting work samples, developing a scoring rubric, and providing feedback through student-teacher conferences. It notes benefits of portfolios in showcasing student work and progress over time, but also challenges in reliability, time requirements, and controlling outside influences.
Guidelines in the Selection of Teaching StrategiesJoseline Santos
The document discusses guiding principles for selecting and using effective teaching strategies. It outlines several key principles: learning is an active process that engages students; involving multiple senses enhances learning; a positive classroom environment promotes learning; emotion increases retention; meaningful learning connects to students' lives; higher-order thinking beyond recall is important; and an integrated approach considering multiple intelligences and learning styles is most effective. It then provides examples of specific teaching strategies that apply these principles, such as graphic organizers, concept mapping, and questioning techniques. The overall message is that teaching strategies should actively engage students through hands-on learning and appeal to multiple senses and emotions to promote optimal retention and understanding.
This document provides an overview of Understanding by Design (UbD), a framework for designing curriculum units that focuses on designing assessments before lessons in order to ensure students achieve desired learning outcomes. It describes the three stages of backward design: 1) identifying desired results like understandings, essential questions and knowledge/skills; 2) determining appropriate assessments like performance tasks; and 3) planning learning experiences to prepare students for the assessments. The goal is for students to develop a deep understanding of key concepts and be able to transfer their learning to new situations.
Understanding by Design (UbD) is a framework for curriculum development created by Jay McTighe and Grant Wiggins that uses backward design. It consists of 3 steps: 1) identifying desired results, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences. The goal is to develop deep student understanding rather than superficial content coverage. Key aspects include defining big ideas, assessing for understanding, and creating units that hook students and allow for application, evaluation, and differentiated learning experiences.
UNDERSTANDING BY DESIGN. module 5.. aj. :)Jinwei Segundo
This document provides an overview of Understanding by Design, an educational framework for designing curriculum and lessons. It describes the three stages of Understanding by Design as Desired Results, Assessment Evidence, and Learning Plan. It also outlines the six facets of understanding as Explanation, Interpretation, Application, Perspective, Empathy, and Self-Understanding. Finally, it provides examples of learning activities and teaching methods that can be used to engage students and promote deep learning.
OUTCOMES-BASED EDUCATION (OBE) OR OUTCOMES-BASED TEACHING AND LEARNING (OBTL)JASMIN ROXAS
This document provides information about outcomes-based education (OBE), including:
- The key differences between traditional teaching and OBE, which focuses on what students can do rather than what teachers teach.
- The three views of OBE as an educational theory, systemic structure, or classroom practice.
- The constructive alignment framework which aligns intended learning outcomes, teaching methods, and assessments.
- Guidelines for writing effective intended learning outcomes, including making them student-focused, specific, and measurable.
The overall purpose is to explain the principles of OBE and provide tools to design curriculum and assessments aligned with learning outcomes.
The document discusses key concepts of understanding by design including understanding versus knowledge, unpacking standards, and principles of understanding by design. It explains that understanding is a mental construct that allows people to make sense of knowledge, while knowledge is simply knowing facts. It provides examples of unpacking standards to clarify goals and objectives. Some principles discussed are planning curriculum backward from desired results, focusing on big ideas and essential questions, and helping students learn to use content.
The document discusses portfolio assessment as an alternative to traditional testing. It describes portfolios as collections of student work that demonstrate skills and abilities. The document provides guidance on setting up effective portfolio assessment, including deciding on a purpose, selecting work samples, developing a scoring rubric, and providing feedback through student-teacher conferences. It notes benefits of portfolios in showcasing student work and progress over time, but also challenges in reliability, time requirements, and controlling outside influences.
Guidelines in the Selection of Teaching StrategiesJoseline Santos
The document discusses guiding principles for selecting and using effective teaching strategies. It outlines several key principles: learning is an active process that engages students; involving multiple senses enhances learning; a positive classroom environment promotes learning; emotion increases retention; meaningful learning connects to students' lives; higher-order thinking beyond recall is important; and an integrated approach considering multiple intelligences and learning styles is most effective. It then provides examples of specific teaching strategies that apply these principles, such as graphic organizers, concept mapping, and questioning techniques. The overall message is that teaching strategies should actively engage students through hands-on learning and appeal to multiple senses and emotions to promote optimal retention and understanding.
Differentiated instruction is a teaching approach that aims to address student diversity in the classroom. This presentation provides a brief overview of differentiated instruction and introduces several instructional strategies to support it, such as tiered lessons, flexible grouping, anchor activities, exit cards, response cards, think-tac-toe boards and cubing. The goal is for teachers to understand differentiated instruction principles and implement strategies to meet the varied readiness levels, interests and learning profiles of students. More information on differentiated instruction is available through the resources provided.
This module discusses individual differences and student diversity in the classroom. It begins by challenging students to identify factors that create diversity, demonstrate a positive attitude towards diversity, and develop teaching strategies. It then lists factors like socioeconomic status, learning styles, and exceptionalities that contribute to student diversity. The document outlines benefits of diversity such as enhancing self-awareness, cognitive development, and preparing students for society. Finally, it provides tips for teachers on capitalizing on diversity, including encouraging sharing of experiences, integrating multicultural activities, communicating high expectations, and varying instructional methods.
This document describes assessment in the affective domain, which emphasizes feelings, emotions, and acceptance or rejection of ideas. It outlines Krathwohl's taxonomy of the affective domain, which includes receiving, responding, valuing, organization, and characterization. The taxonomy moves from simple awareness and attention to complex internalization of values and consistent demonstration of behaviors aligned with those values. The document also provides examples of behavioral verbs and learning competencies for each level of the taxonomy to help assess affective objectives in a measurable way.
Role of Assessment in Instructional Decision -KayeCee Saliendrez
This document discusses different types of assessments used at various stages of instruction - placement/diagnostic assessments before instruction to determine students' entry behaviors and weaknesses, formative assessments during instruction to monitor progress and check if objectives are being achieved, and summative assessments after instruction to determine if students have mastered the objectives and skills required. It provides examples of tools that can be used for each type of assessment, from pre-tests and interviews for placement, to observations, homework, and student feedback for formative, to exams, projects, and course evaluations for summative. The assessments are used to improve instruction, plan future activities, and assign grades or recognize student performance.
The document discusses eco literacy, which refers to understanding interactions between human and natural systems. It proposes building eco literacy through developing knowledge of local ecology, ecosystems, food sources, and conservation challenges. This knowledge cultivates eco intelligence by applying multiple intelligences to build deeper emotional and spiritual connections to nature. The document recommends embedding eco experiences in curriculum by engaging students with natural materials, outdoor classrooms, growing food, and scientific field work to foster environmental attitudes, beliefs, and careers.
This document outlines 5 different kinds of learning targets:
1. Knowledge targets focus on facts and concepts for students to learn.
2. Reasoning targets require students to use their knowledge to solve problems and think critically.
3. Skills targets involve demonstrating behaviors where students apply their knowledge and reasoning skillfully.
4. Products targets have students create a final product by applying their knowledge, reasoning, and skills.
5. Dispositions targets relate to students' attitudes about school and learning.
This document discusses integrative teaching strategies (ITS) for improving student learning. It describes ITS as a well-organized strategy anchored in real-life situations that includes student interests and needs. The document outlines three main modes of teaching strategies that are part of ITS: thematic teaching, content-based instruction, and focusing inquiry. It also discusses principles for planning ITS, benefits and impediments, types of classroom activities, characteristics of meaningful integrative activities, and general steps for developing units and strategies.
As future educators, one should know the different types of teacher made-test and non-test instruments and the roles of assessment in instructional decision in-order to provide the best assessment possible in evaluating the student learning.
Selection and use of instructional materialLei Quintos
This document provides principles for selecting and using instructional materials effectively in the classroom. It emphasizes that instructional materials should supplement, not replace, the teacher. Teachers should choose materials that best achieve their instructional objectives and consider using a variety to engage different types of learners. It is important to check that any technology or materials will function properly before class. Finally, the document outlines best practices for utilizing instructional materials, such as learning how to operate them, providing context, and reviewing the learning experience.
This document defines curriculum design and describes four common types: subject-centered, learner-centered, problem-centered, and core learning designs. It provides examples of specific designs within each type, such as subject design, integrated design, activity/experience design, and core design. The document also discusses macro and micro levels of organizing curriculum content and considerations for horizontal and vertical organization in curriculum design.
Intended vs Implemented vs Achieved CurriculumClarence Yarte
The document discusses the three types of curriculum: intended, implemented, and achieved.
1) The intended curriculum refers to the objectives and competencies students are meant to develop. The Basic Education Curriculum aims to raise learner quality and use innovative instruction.
2) The implemented curriculum involves learning activities like social studies and values education classes to achieve objectives.
3) Initial evaluations found the Basic Education Curriculum achieved increased student motivation, performance, and teacher development of facilitation skills.
This document discusses the importance of planning for instruction. It defines planning as what the teacher prepares for presenting a lesson in class. Effective teaching depends on effective lesson planning, which is more difficult than delivering instruction. There are several steps and components to planning a lesson, including setting goals, designing a unit plan, and designing a lesson plan. A unit plan contains multiple related lessons while a lesson plan maps out the teacher's intentions for a single lesson. Both include elements like objectives, procedures, and assessment. Proper planning is essential for effective teaching and student learning.
The document defines learning targets and their components. Learning targets are statements that describe what students should know and be able to do by the end of a unit of instruction. They include educational goals, which are general statements, and educational objectives, which are more specific statements of expected student performance. Highly precise performance objectives have four elements - performance, condition, criterion, and audience. The document also describes different types of learning targets, including knowledge, reasoning, skills, products, and dispositions. Finally, it outlines some common sources used to develop learning targets, such as Bloom's Taxonomy, professional experience, textbooks, and existing objective lists.
The document defines curriculum from both traditional and progressive viewpoints. Traditionally, curriculum focuses on core academic subjects like grammar, literature, math, and emphasizes knowledge from established disciplines. Progressively, curriculum incorporates all planned learning experiences, emphasizes experiential learning, and aims to develop thinking and social skills. Overall, the document concludes that curriculum encompasses all that is taught in school through a set of subjects, materials, courses, and experiences planned by teachers to promote student growth.
This document discusses the challenges of multigrade teaching. It begins by explaining that multigrade classes exist due to small student populations in remote areas that do not allow for single grade classes. It then outlines advantages and challenges for both students and teachers in multigrade environments. Key aspects of effective multigrade teaching are also presented, such as systematic instruction, classroom management strategies, and facilitating a cooperative learning environment.
Curriculum development Process Models.pptxtinEspiritu2
This document discusses several models for curriculum development. It begins by explaining that curriculum development models help map out teaching, learning, and assessment approaches based on learner needs. It then describes Robert Diamond's Systematic Design model from 1989, which has two phases: project selection and production/implementation/evaluation for each unit. Another model discussed is Murray Print's model from 1988, which takes a sequential approach through phases. Finally, the document outlines dynamic models advocated by Walker, Skilbeck, and Stenhouse that view curriculum elements as flexible and interactive rather than linear.
This document discusses social regard for learning and outlines key performance indicators for teachers. It focuses on teachers serving as positive role models who exemplify the pursuit of learning through their interactions with students. The document outlines several strands of desired teaching performance, including demonstrating that learning is valuable, comes from different sources, and requires effort. It provides questions for teachers to reflect on whether students can appreciate the value of learning through the teacher's examples and interactions.
The document provides an overview of curriculum development concepts. It defines curriculum and discusses different points of view on curriculum, including the traditional essentialist view and progressive view. It also outlines two models of curriculum development: Ralph Tyler's model and Hilda Taba's model. Additionally, it discusses foundations of curriculum including sociological, philosophical, historical, and psychological foundations. Major learning theories that provide foundations for curriculum are also summarized, including behaviorism, cognitivism, and humanistic psychology.
This document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised versions of Bloom's Taxonomy, including changes in terms and emphasis. Each of the six levels of thinking in the revised taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - are defined and example classroom activities are provided. The role of questioning and its importance within the taxonomy framework is also addressed.
This document provides an overview of curriculum maps created by the San Juan II School District based on the Understanding by Design model. It discusses the objectives of disseminating and explaining the curriculum maps and UbD model. It outlines the federal compliance requirements around standards and assessments that the maps are designed to address. It then explains the rationale for creating the maps, the model adopted, and components of the maps. Finally, it discusses how the Understanding by Design model and curriculum maps can be used for planning instruction and ensuring curriculum alignment.
The document discusses professional development on curriculum maps based on the Understanding by Design model. It aims to disseminate curriculum maps and explain how they are aligned to federal standards. The maps are created using the Understanding by Design framework which emphasizes backward planning from desired results to evidence of understanding to learning experiences. Teachers can use the curriculum maps in their daily planning by referring to the three stages of understanding by design: identifying desired results, determining assessment evidence, and planning learning experiences and instructions.
Differentiated instruction is a teaching approach that aims to address student diversity in the classroom. This presentation provides a brief overview of differentiated instruction and introduces several instructional strategies to support it, such as tiered lessons, flexible grouping, anchor activities, exit cards, response cards, think-tac-toe boards and cubing. The goal is for teachers to understand differentiated instruction principles and implement strategies to meet the varied readiness levels, interests and learning profiles of students. More information on differentiated instruction is available through the resources provided.
This module discusses individual differences and student diversity in the classroom. It begins by challenging students to identify factors that create diversity, demonstrate a positive attitude towards diversity, and develop teaching strategies. It then lists factors like socioeconomic status, learning styles, and exceptionalities that contribute to student diversity. The document outlines benefits of diversity such as enhancing self-awareness, cognitive development, and preparing students for society. Finally, it provides tips for teachers on capitalizing on diversity, including encouraging sharing of experiences, integrating multicultural activities, communicating high expectations, and varying instructional methods.
This document describes assessment in the affective domain, which emphasizes feelings, emotions, and acceptance or rejection of ideas. It outlines Krathwohl's taxonomy of the affective domain, which includes receiving, responding, valuing, organization, and characterization. The taxonomy moves from simple awareness and attention to complex internalization of values and consistent demonstration of behaviors aligned with those values. The document also provides examples of behavioral verbs and learning competencies for each level of the taxonomy to help assess affective objectives in a measurable way.
Role of Assessment in Instructional Decision -KayeCee Saliendrez
This document discusses different types of assessments used at various stages of instruction - placement/diagnostic assessments before instruction to determine students' entry behaviors and weaknesses, formative assessments during instruction to monitor progress and check if objectives are being achieved, and summative assessments after instruction to determine if students have mastered the objectives and skills required. It provides examples of tools that can be used for each type of assessment, from pre-tests and interviews for placement, to observations, homework, and student feedback for formative, to exams, projects, and course evaluations for summative. The assessments are used to improve instruction, plan future activities, and assign grades or recognize student performance.
The document discusses eco literacy, which refers to understanding interactions between human and natural systems. It proposes building eco literacy through developing knowledge of local ecology, ecosystems, food sources, and conservation challenges. This knowledge cultivates eco intelligence by applying multiple intelligences to build deeper emotional and spiritual connections to nature. The document recommends embedding eco experiences in curriculum by engaging students with natural materials, outdoor classrooms, growing food, and scientific field work to foster environmental attitudes, beliefs, and careers.
This document outlines 5 different kinds of learning targets:
1. Knowledge targets focus on facts and concepts for students to learn.
2. Reasoning targets require students to use their knowledge to solve problems and think critically.
3. Skills targets involve demonstrating behaviors where students apply their knowledge and reasoning skillfully.
4. Products targets have students create a final product by applying their knowledge, reasoning, and skills.
5. Dispositions targets relate to students' attitudes about school and learning.
This document discusses integrative teaching strategies (ITS) for improving student learning. It describes ITS as a well-organized strategy anchored in real-life situations that includes student interests and needs. The document outlines three main modes of teaching strategies that are part of ITS: thematic teaching, content-based instruction, and focusing inquiry. It also discusses principles for planning ITS, benefits and impediments, types of classroom activities, characteristics of meaningful integrative activities, and general steps for developing units and strategies.
As future educators, one should know the different types of teacher made-test and non-test instruments and the roles of assessment in instructional decision in-order to provide the best assessment possible in evaluating the student learning.
Selection and use of instructional materialLei Quintos
This document provides principles for selecting and using instructional materials effectively in the classroom. It emphasizes that instructional materials should supplement, not replace, the teacher. Teachers should choose materials that best achieve their instructional objectives and consider using a variety to engage different types of learners. It is important to check that any technology or materials will function properly before class. Finally, the document outlines best practices for utilizing instructional materials, such as learning how to operate them, providing context, and reviewing the learning experience.
This document defines curriculum design and describes four common types: subject-centered, learner-centered, problem-centered, and core learning designs. It provides examples of specific designs within each type, such as subject design, integrated design, activity/experience design, and core design. The document also discusses macro and micro levels of organizing curriculum content and considerations for horizontal and vertical organization in curriculum design.
Intended vs Implemented vs Achieved CurriculumClarence Yarte
The document discusses the three types of curriculum: intended, implemented, and achieved.
1) The intended curriculum refers to the objectives and competencies students are meant to develop. The Basic Education Curriculum aims to raise learner quality and use innovative instruction.
2) The implemented curriculum involves learning activities like social studies and values education classes to achieve objectives.
3) Initial evaluations found the Basic Education Curriculum achieved increased student motivation, performance, and teacher development of facilitation skills.
This document discusses the importance of planning for instruction. It defines planning as what the teacher prepares for presenting a lesson in class. Effective teaching depends on effective lesson planning, which is more difficult than delivering instruction. There are several steps and components to planning a lesson, including setting goals, designing a unit plan, and designing a lesson plan. A unit plan contains multiple related lessons while a lesson plan maps out the teacher's intentions for a single lesson. Both include elements like objectives, procedures, and assessment. Proper planning is essential for effective teaching and student learning.
The document defines learning targets and their components. Learning targets are statements that describe what students should know and be able to do by the end of a unit of instruction. They include educational goals, which are general statements, and educational objectives, which are more specific statements of expected student performance. Highly precise performance objectives have four elements - performance, condition, criterion, and audience. The document also describes different types of learning targets, including knowledge, reasoning, skills, products, and dispositions. Finally, it outlines some common sources used to develop learning targets, such as Bloom's Taxonomy, professional experience, textbooks, and existing objective lists.
The document defines curriculum from both traditional and progressive viewpoints. Traditionally, curriculum focuses on core academic subjects like grammar, literature, math, and emphasizes knowledge from established disciplines. Progressively, curriculum incorporates all planned learning experiences, emphasizes experiential learning, and aims to develop thinking and social skills. Overall, the document concludes that curriculum encompasses all that is taught in school through a set of subjects, materials, courses, and experiences planned by teachers to promote student growth.
This document discusses the challenges of multigrade teaching. It begins by explaining that multigrade classes exist due to small student populations in remote areas that do not allow for single grade classes. It then outlines advantages and challenges for both students and teachers in multigrade environments. Key aspects of effective multigrade teaching are also presented, such as systematic instruction, classroom management strategies, and facilitating a cooperative learning environment.
Curriculum development Process Models.pptxtinEspiritu2
This document discusses several models for curriculum development. It begins by explaining that curriculum development models help map out teaching, learning, and assessment approaches based on learner needs. It then describes Robert Diamond's Systematic Design model from 1989, which has two phases: project selection and production/implementation/evaluation for each unit. Another model discussed is Murray Print's model from 1988, which takes a sequential approach through phases. Finally, the document outlines dynamic models advocated by Walker, Skilbeck, and Stenhouse that view curriculum elements as flexible and interactive rather than linear.
This document discusses social regard for learning and outlines key performance indicators for teachers. It focuses on teachers serving as positive role models who exemplify the pursuit of learning through their interactions with students. The document outlines several strands of desired teaching performance, including demonstrating that learning is valuable, comes from different sources, and requires effort. It provides questions for teachers to reflect on whether students can appreciate the value of learning through the teacher's examples and interactions.
The document provides an overview of curriculum development concepts. It defines curriculum and discusses different points of view on curriculum, including the traditional essentialist view and progressive view. It also outlines two models of curriculum development: Ralph Tyler's model and Hilda Taba's model. Additionally, it discusses foundations of curriculum including sociological, philosophical, historical, and psychological foundations. Major learning theories that provide foundations for curriculum are also summarized, including behaviorism, cognitivism, and humanistic psychology.
This document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised versions of Bloom's Taxonomy, including changes in terms and emphasis. Each of the six levels of thinking in the revised taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - are defined and example classroom activities are provided. The role of questioning and its importance within the taxonomy framework is also addressed.
This document provides an overview of curriculum maps created by the San Juan II School District based on the Understanding by Design model. It discusses the objectives of disseminating and explaining the curriculum maps and UbD model. It outlines the federal compliance requirements around standards and assessments that the maps are designed to address. It then explains the rationale for creating the maps, the model adopted, and components of the maps. Finally, it discusses how the Understanding by Design model and curriculum maps can be used for planning instruction and ensuring curriculum alignment.
The document discusses professional development on curriculum maps based on the Understanding by Design model. It aims to disseminate curriculum maps and explain how they are aligned to federal standards. The maps are created using the Understanding by Design framework which emphasizes backward planning from desired results to evidence of understanding to learning experiences. Teachers can use the curriculum maps in their daily planning by referring to the three stages of understanding by design: identifying desired results, determining assessment evidence, and planning learning experiences and instructions.
The document discusses professional development on curriculum maps based on the Understanding by Design model. It aims to disseminate curriculum maps and explain how they are aligned to federal standards. The maps are designed using the Understanding by Design framework which emphasizes backwards planning focused on desired results and student understanding. Teachers can use the curriculum maps in their daily planning to ensure alignment between lessons, assessments and intended learning outcomes for students.
This document outlines the three stages of Understanding by Design, an instructional design framework:
1. Desired Results: Teachers identify the desired learning outcomes, enduring understandings, and essential questions. The goals should align with standards and transfer to other contexts.
2. Evidence: Teachers determine how student understanding will be assessed through facets like explanation, interpretation, and application. Performance tasks evaluate understanding.
3. Learning Plan: Teachers plan lessons, activities, and resources to help students achieve the desired results through knowledge acquisition, meaning making, and knowledge transfer. Learners are given opportunities to construct their own understanding with feedback.
Understanding by design teaching with the end in mind curriculum and planni...Laura Penney III
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.
Modern Trends in Evaluation
Unit 5
Syllabus of Unit 5-
5.2.1- Continuous Comprehensive Evaluation
5.2.2 -Modern Trends in Evaluation
5.2.3 -Constructivist Assessment
5.2.4 -Examination Reforms and Question Bank
5.2.5 -Areas of Research in Evaluation
Continuous Comprehensive Evaluation-
Continuous Comprehensive Evaluation (CCE) is an educational assessment strategy that goes beyond traditional examination-oriented assessments.
It aims to evaluate a student's performance in a holistic manner, considering various aspects of their learning and development throughout the academic year.
CCE has been introduced to shift the focus from rote learning and exam scores to a more comprehensive understanding of a student's capabilities.
It is a shift towards a more student-centric and holistic approach to education.
CCE implemented effectively, can contribute to a more comprehensive understanding of a student's abilities and encourage a broader range of skills and competencies beyond academic achievements.
CCE Meaning-
CCE is a process of evaluating the child’s development in all the school-related activities.
This proposal was directed under the Right to Education Act in 2009 by the Central Board of Secondary Education of India and the state governments in India.
Using CCE, teachers can diagnose learners' deficiencies using a variety of assessment activities.
After completing the assessment activities, learners are given valuable feedback.
The teacher guides and supports them to identify the problems.
Aim Of Continuous And Comprehensive Evaluation (CCE)-
Evaluate and guide the students in all aspects of education
Improve learning outcomes by focusing on skills and cognitive abilities of students
Encourage regular assessment and constructive criticism
Reduce stress and pressure on students
Enable the instructors with prolific teaching
Functions Of Continuous And Comprehensive Evaluation (CCE)-
Helps in the development of new and effective teaching strategies
Aids regular assessment to understand student’s progress
Helps to understand the weaknesses and strengths of students
Enables the teacher to understand problems faced by students and make changes in teaching techniques
Encourages self-assessment among the students
Helps students to develop good habits, work on their weaknesses and correct the errors
It gives an idea about the change in student’s attitudes and values
It gives reports about student’s progress over a period of time
Reduced Exam Stress
Encourages Participation
Identifies Learning Gaps
Challenges in Implementing CCE and Role of Teacher-
Challenges:
Implementation Issues: CCE may face challenges in terms of effective implementation and standardization across different educational institutions.
Assessment Load: Managing continuous assessments can be demanding for both teachers and students.
Teacher's Role:
Facilitator of Learning: Teachers play a crucial role in creating an environment that promotes learning and development.
Regular F
The document summarizes the 2010 Secondary Education Curriculum in the Philippines which uses the Understanding by Design (UbD) framework. UbD is a backwards design approach that focuses on developing student understanding through essential questions and performance-based assessments. The three key stages of UbD are: 1) identifying desired learning outcomes, 2) developing assessments to measure student understanding, and 3) planning lessons and activities. The 2010 Secondary Education Curriculum aims to develop deep student understanding through a personalized approach and standards-based expectations.
The document summarizes the 2010 Secondary Education Curriculum in the Philippines. It outlines 6 special curricular programs, 8 subject areas covered, and strengths of the curriculum such as focusing on essential understandings and developing skills for work and lifelong learning. The curriculum is based on the Understanding by Design framework which emphasizes developing student understanding through essential questions and complex tasks. It uses a 3-stage "backward design" process starting with defining learning goals and assessments before planning teaching activities.
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.
CONTINIOUS AND COMPREHENSIVE ASSESSMENT IN EDUCATION Shisira Bania
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development. It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral outcomes on the other.
This document discusses assessment of student learning. It defines assessment as a process of systematically gathering information about student learning to improve instruction and help students achieve learning goals. The document outlines various principles of assessment, including using different methods to account for diverse learning styles and providing feedback to students. It also describes different types of assessment, such as formative and summative, and methods like tests, projects, and observations. The overall goal of assessment discussed is improving teaching and learning.
1) The document discusses guidelines for classroom assessment in the Philippine K-12 basic education program.
2) Classroom assessment is formative and aims to track learner progress, provide feedback, and ensure students can demonstrate knowledge and skills based on learning standards.
3) Assessment methods evaluate students' mastery of content and performance standards, as well as higher-order thinking skills, through tests, tasks, projects and other measures.
assessment of student learning in assessment in learning 1Rai Blanquera
This document discusses principles of assessing student learning outcomes. It recommends that assessment start with the institution's mission and values, and have clear learning objectives aligned with the mission. Assessment should focus on outcomes relevant after schooling, and on activities leading to outcomes. Assessment works best when continuous over time through an instructional cycle. It should specify what is being assessed and set success standards. Assessment tools should include varied methods like traditional tests and authentic assessments, and provide feedback.
Pd continuum plan goodspiritmodule2 - catch-up modulequintinrobertson
This document provides an overview of Module 2, which focuses on using pre-assessment and formative assessment strategies. It discusses the importance of formative assessment in informing instruction and improving student learning. Various pre, formative, and summative assessment strategies are presented, including entrance slips, observations, quizzes, and student self-assessments. Teachers are asked to implement three new pre-assessment or formative assessment strategies. The module aims to increase awareness and use of these assessment types and link them to the school division's unit planning template.
The document provides an overview of key concepts in curriculum planning and classroom assessment. It discusses educational goals, student profiles, learning outcomes, minimum and higher learning competencies, and their role in curriculum planning. It also covers different types of assessment including formative and summative assessment, informal and formal assessment, and traditional vs contemporary assessment. Classroom assessment strategies, methods, tools, and the purpose of pre, formative, and summative assessment are also summarized.
The document discusses assessment strategies that teachers can use to guide instruction. It recommends that assessments include both formative and summative components and use multiple types of assessments. Teachers should design effective authentic assessments and rubrics to evaluate student work. When using standardized tests, teachers should help students prepare and help parents understand the tests. The document also discusses using authentic assessments to focus on learning and guide instructional decisions. It provides examples of authentic assessments and strategies for managing grading workload.
New K12 assessment in the k to 12 basic education programRogelio Arcelon
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Information technology industry of indiaAjay Kumar
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The Union Budget for 2011-2012 made several changes to taxes and introduced reforms. Personal income tax exemptions were raised and income tax forms were simplified. Service tax and duties on some goods were increased, while customs duties on some machinery were decreased. The fiscal deficit was projected to decline gradually over the next few years. Spending on infrastructure, rural development, education, health and other social sectors was increased. Agriculture support measures like interest subsidies and credit targets were announced.
The automobile industry in India has grown significantly over the past few decades. It started with only two major players and was highly regulated, with import restrictions and high duties. Liberalization in the 1990s led to more players entering the market, both domestic and foreign, and greater competition. Key segments now include two-wheelers, passenger vehicles, commercial vehicles, and three-wheelers. The industry is largely domestically focused but exports have also increased substantially in recent years, with passenger vehicles becoming a leading export category. Overall production and sales have grown at a compound annual rate of over 15% with two-wheelers maintaining the largest market share.
The document summarizes India's economic outlook for 2010-2011 and 2011-2012. It predicts that India's economy will grow 8.6% in 2010-2011 and 9% in 2011-2012. Agriculture is expected to grow at 5.4% and 3%, while industry is projected to expand at 8.1% and 9.2%. Services are forecasted to increase at 9.6% and 10.3%. Inflation is projected to be 7% by March 2011. Fiscal deficit is estimated at 7.5-8% of GDP for 2010-2011. To sustain 9% growth, the document recommends containing inflation, increasing infrastructure spending, managing the current account deficit, and paying greater attention to agriculture
The document discusses how companies can successfully reinvent themselves by managing three hidden "S curves": the basis of competition curve, capabilities curve, and talent curve. High performers begin reinventing themselves well before their current business peaks by focusing on these curves through practices like edge-centric strategy, regular changes to top leadership, and maintaining surplus talent. They also stress employees to build strength for future challenges. Managing these curves early allows companies to jump to the next stage of growth through reinvention.
The document discusses employment figures in India from July to September 2010. It notes that employment rose by 4.35 lakh (435,000) according to a government survey, with the largest increases in the textile (2.45 lakh) and IT/BPO (1.08 lakh) sectors. Employment also rose in the automobile, metal, and other industries. The survey covered over 2,500 units across several states. Comparing the last four quarters, overall employment has increased by 12.96 lakh since September 2009, led by the IT/BPO, textiles, metals, automobiles and gems/jewelry sectors.
The document summarizes India's consolidated FDI policy framework, which integrates all prior FDI regulations into a single document for greater clarity and ease of understanding. Key points include:
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- Several issues like FDI in LLPs are still under discussion and will be added later.
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Coal India had a successful initial public offering, with its stock price rising over 32% on the first day of trading. However, some analysts predict the gains may be difficult to sustain as speculators who borrowed money to invest may look to sell for a profit. Retail investors and others may look to buy dips in the stock price for long term investment in the company given its near monopoly in the Indian coal market. The US is expected to push for greater access to the Indian market during President Obama's visit, including further foreign direct investment reforms in retail and financial services to allow US companies to better access the consumer market in India.
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This questionnaire is for research purposes and aims to keep all information confidential. It contains questions about the respondent's company regarding its industry, year established, organization type, scale, subsidiaries, trademarks, geographical indications, methods to differentiate products, awareness and use of patents/copyrights, reasons for not pursuing these, awareness of infringement remedies, and recommendations to improve government procedures. The respondent is asked to provide details about their company and choose options to answer the multiple choice and tick-box questions.
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2. Introduction
It offers a planning process and structure:
To guide curriculum
For
Assessment
To give
Instruction
2
3. Key Ideas of UbD
Focus on teaching and assessing for understanding and learning transfer.
Design curriculum “backward” from those ends.
3
4. The 7 key tenets:
Learning is enhanced:
-When teachers thinks
purposefully about curricular
planning.
It helps focus curriculum and
teaching on the
development and deepening
of student understanding
and transfer of learning.
Understanding is revealed
when students
autonomously make sense
of and transfer their learning
through authentic
performance.
4
5. The 7 key tenets:
Effective curriculum is
planned backward from
long-term, desired results
through a three stage
design process.
Teachers are coaches of
understanding, not mere
purveyors of content
knowledge, skill or activity.
Regularly reviewing units
and curriculum against
design standards.
The UbD framework
reflects a continual
improvement approach to
student achievement and
teacher craft.
5
7. Stage-1: Identify Desired result
What should students know, understand and be able to do?
What is the ultimate transfer we seek as a result of this unit?
What enduring understandings are desired?
What essential question will be explored in-depth and provide focus
to all learning?
“The bottom line goal of education is transfer of learning.”
7
8. Figure-1-Sample Transfer Goals
Discipline/Subject/Skill Transfer goals
Mathematics Apply mathematical knowledge, skill and
reasoning to solve real-world problems.
Writing Effectively write for various audiences to
explain (narrative, expository), entertain
(creative), persuade (persuasive) and help
others perform a task (technical).
History Apply lessons of the past (historical
patterns) to current and future events and
issues.
Critically appraise historical claims.
Arts Create and perform an original work in a
selected medium to express ideas or evoke
mood and emotion.
8
9. Figure- 2- Sample Understandings and
Essential Questions
Understandings Essential Questions
Great Literature explores universal themes
of human existence and can reveal truths
through fiction
How can stories from other places and
times relate to our current lives?
Quantitative data can be collected,
organized, and displayed in a variety of
ways.
Mathematical ideas can be represented
numerically, graphically or symbolically.
What is the best way of showing or
representing ___?
The geography, climate and natural
resources of a region influence the
economy , culture and lifestyle of its
inhabitants.
How does where we live influence how we
live?
The relationship between the arts and
culture is mutually dependent; culture
affects the arts and arts reflect and
preserve culture.
In what ways do the arts reflect as well as
shape culture?
9
10. Stage-2: Determine Assessment
Evidence
How will you know if
students have achieved the
desired results?
What will we accept as evidence
of students understanding and
their ability to use (transfer)
their learning in new situations?
How will we evaluate student
performance in fair and
consistent ways?
10
12. Stage-2: Determine Assessment
Evidence
The performance task ask students to apply their learning
to a new and authentic situation as means of assessing
their understanding and ability to transfer their learning.
12
13. Stage-2: Determine Assessment
Evidence
When someone
truly understands,
they:
Can explain concepts, principles and processes by putting it their own words,
teaching it to others, justifying their answers and showing their reasoning.
Can Interpret by making sense of data, text, and experience through images,
analogies, stories and models.
Can Apply by effectively using and adapting what they know in new and
complex contexts.
Demonstrate Perspective by seeing the big picture and recognizing different
points of view.
Display Empathy by perceiving sensitively and walking in someone else’s shoes.
Have Self-Knowledge by showing meta-cognitive awareness, using productive
habits of minds and reflecting on the meaning of the learning and experiences.
13
14. Stage-2: Determine Assessment
Evidence
• All six facets of understanding need
not be used all of the time in
assessment.
• Performances based on one or more
facets are not intended for use in daily
lessons.
It is important to
understand while
assessing
understanding
through the facets:
14
16. Stage-3: Plan Learning Experiences and
Instruction
How will we support learners as they come to understand important
ideas and processes?
How will we prepare them to autonomously transfer their learning?
What enabling knowledge and skills will students need to perform
effectively and achieve desired results?
What activities, sequences and resources are best suited to
accomplish our goals?
16
17. Stage-3: Plan Learning Experiences and
Instruction
Here teachers plan the most
appropriate lessons and learning
activities to address the three
different types of goals
identified in stage 1:
• Transfer
• Meaning Making
• Acquisition
Teachers should code the
various events in their plan with
the letters T (Transfer), M
(Meaning Making) and A
(Acquisition).
17
18. Summary
UbD cannot simply be told.
The learner has to actively construct meaning (or misconceptions and forget-fullness
will ensue).
Here learners are given opportunities to apply their learning to new situations and
receive timely feedback on their performance to help them improve.
The role of a teacher expands from “ sage on a stage” to a facilitator of Meaning
Making and a Coach giving feedback and advice about how to use content
effectively.
18
The UbD framework helps this process without offering a rigid process or prescriptive recipe.
I.e., The ability to effectively use content knowledge and skill.
Six faces of Understanding-
The capacity to explain
Interpret
Apply
Shift perspective
Empathize and
Self-assess
These can serve as indicators of understanding.
Effective Curriculum: This process helps avoid common problems of treating the textbook as the curriculum rather than a resources, and activity-oriented teaching in which no clear priorities and purposes are apparent.
They focus on ensuring that learning happens, not just teaching (and assuming that what was taught was learned); they always aim and check for successful meaning making and transfer by the learner.
It enhances curricular quality and effectiveness, and provides engaging and professional discussions.
The results of our designs-student performance-inform needed adjustments in curriculum as well as instruction so that learning is maximized.
The Understanding by design framework is guided by the confluence of evidence from two streams-Theoretical research in cognitive psychology, and results of students achievement studies.
Here we consider our goals, examine established content standards-national, state, province and district and review curriculum expectations.
As there is typically more content that can reasonably be addressed within the available time, teachers are obliged to make choices.
The first stage in the design call for the clarity about priorities.
Learning priorities are established by long-term performance goals-what it is we want students, in the end, to be able to do with what they have learned.
Important knowledge and skills objectives, targeted by established standards, are also identified in stage 1.
Factual knowledge and skills are not taught for their own sake, but as a means to larger ends.
Backward design encourages teachers and curriculum planners to first think like assessors before designing specific units and lessons.
In Mathematics, application, interpretation and explanation are the most natural, whereas in social studies empathy and perspective may be added when appropriate.
These tasks should be seen as culminating performances for a unit of study.