Understanding by design Ryan
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This document discusses the backward design process of understanding by design for planning lessons and units. It emphasizes starting with the desired results or transfer goals and assessing student mastery of essential skills and questions. The document provides examples of planning learning activities, feedback, and assessments for a music unit on melody making using chord permutations. It suggests students will improvise and compose melodies using the 1235 permutation technique over known pieces to demonstrate their understanding and transfer of the skill.
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This document discusses Understanding by Design (UbD), a framework for planning curriculum and lessons. UbD is a backwards design approach where educators first identify the desired results and then plan learning experiences to achieve those goals. The document provides examples of how UbD could be applied to a music lesson, including identifying learning objectives, incorporating the six facets of understanding, and designing activities to hook students and allow for feedback and revision.
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This document discusses elements of lesson planning, including goals, activities, age appropriateness, and higher-order thinking. It provides resources on understanding by design and using it to create arts units. The second half appears to provide notation for rhythmic patterns involving sounds and body movements for students to demonstrate individually and together in increasing complexity.
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This document discusses Understanding by Design (UbD), a framework for planning curriculum and lessons. UbD is a backwards design approach where educators first identify the desired results and then plan learning experiences to achieve those goals. The document provides examples of how UbD could be applied to a music lesson, including identifying learning objectives, incorporating the six facets of understanding, and designing activities to hook students and allow for feedback and revision.
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Understanding by design Ryan
- 1. UNDERSTANDING BY DESIGN BACKWARD PLANNING, FORWARD RESULTS ADDITIONAL SOURCES: WWW.NICOLET.US/STAFF/UBDRESOURCES.CFM WWW.GRANTWIGGINS.FILES.WORDPRESS.COM
- 2. THE BIG IDEA Where will your journey take you? Choose your Destiny • What work will students produce? • What skills will they demonstrate? • What piece will they play? • How will they analyze? • Can they reharmonize melodies? • Will they compose melodies over harmonic structure? • Pass the AP Exam
- 3. Reservations The essential questions to provoke thought? What essential questions will lead students toward discovery and eventually mastery Flights What basic knowledge is necessary? What concepts must be completely understood Hotels
- 4. Feedback and Assessment Trip Advisor: find your destination’s hot spots and great deals! Teacher feedback should be: Constant throughout the process Be destination focused Encouraging Assessment should be: Based on rubrics Be comprehensive varied to incorporate learning styles
- 5. How do the roads connect The Learning Plan!! How do we go from knowledge, to understanding, to transfer. What is the learning plan. What presentation or class activities will happen Is it sequentially moving toward transfer?
- 6. Charpentier’s Crazy Rhythms Students will improvise using chord permutations Transfer: Melody making with 1235 permutations Essential Question: How can we use permutations (like Charpentier) to compose and improvise? Learning Plan Charpentier Piece and concept of permutations. Melodic Structures 1235 on each chord Play through in class over known piece Introduce Confirmation Play 1235 at 60 bpm Assessment: perform an improvised solo over “Confirmation” permutations of 1235. Other Evidence: submit a written melody over “Confirmation” using melodic permutations of 1235.