Undestanding by design: A curriculum model - Principles of Teaching 1
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Understanding by Design Topic from: Principles of Teaching 1 Presenter: Art Christian Vargas Dimla Pangasinan State University Bayambang Campus Bayambang Pangasinan
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Meth. 4. Understanding by design (UbD)
Understanding by design (UbD) is a theory developed by Grant Wiggins and Jay McTighe for educational planning based on ‘teaching for understanding’.
Understanding by design
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
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.
UbD Workshop Hillsboro/Hopkinton 10-09-09
The enduring understandings are:
- True friendship is revealed during difficult times, not happy times.
- The interaction of heredity and experience influences behavior.
- History involves interpretation; historians can and do disagree.
- Musicians’ work reflects period culture.
The other statements are either skills ("How to tell time") or facts ("The causes and effects of the Civil War") rather than understandings. "One should not cup their hands when swimming freestyle" is also a specific skill rather than a broader understanding.
Understanding By Design
This document discusses the backward design model for developing standards-based curriculum. It begins by outlining problems with traditional curriculum design such as students not developing a deep understanding. The backward design process involves 3 stages: 1) Identifying desired results and priorities, 2) Determining acceptable evidence of student understanding, and 3) Planning learning experiences to achieve goals. Key aspects include focusing on enduring understandings, using authentic assessments, and incorporating research-based teaching strategies to promote student understanding. The overall approach emphasizes starting with the end goals in mind and designing curriculum backwards from there.
Understanding By Design Mar.12
Understanding by Design (UbD) is a backwards design curriculum model created by Grant Wiggins and Jay McTighe. It is a 3 stage process that begins with identifying desired learning outcomes and establishing big ideas and essential questions. It then focuses on developing assessments to check for understanding before planning learning experiences and instruction. The goal is to align assessments and learning activities to curriculum standards while promoting higher-order thinking skills. UbD aims to clarify expectations for students and allow for differentiation of instruction based on learner needs.
Understanding by Design (UbD)
1. The document discusses planning for effective implementation of the 2010 SEC by teachers as agents of change. It examines the key knowledge, skills, and attitudes (KSAs) that teachers need to demonstrate teaching effectiveness.
2. Participants are tasked with identifying KSAs and KUDs that teachers need in order to demonstrate teaching effectiveness based on domains like planning, instructional delivery, and assessment. Sample learning plans will be examined.
3. The goal is to familiarize participants with the 3Is teaching approach, improve classroom preparations and delivery, and deepen understanding of understanding by design.
Understanding By Design
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.
Recommended
Meth. 4. Understanding by design (UbD)
Understanding by design (UbD) is a theory developed by Grant Wiggins and Jay McTighe for educational planning based on ‘teaching for understanding’.
Understanding by design
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
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.
UbD Workshop Hillsboro/Hopkinton 10-09-09
The enduring understandings are:
- True friendship is revealed during difficult times, not happy times.
- The interaction of heredity and experience influences behavior.
- History involves interpretation; historians can and do disagree.
- Musicians’ work reflects period culture.
The other statements are either skills ("How to tell time") or facts ("The causes and effects of the Civil War") rather than understandings. "One should not cup their hands when swimming freestyle" is also a specific skill rather than a broader understanding.
Understanding By Design
This document discusses the backward design model for developing standards-based curriculum. It begins by outlining problems with traditional curriculum design such as students not developing a deep understanding. The backward design process involves 3 stages: 1) Identifying desired results and priorities, 2) Determining acceptable evidence of student understanding, and 3) Planning learning experiences to achieve goals. Key aspects include focusing on enduring understandings, using authentic assessments, and incorporating research-based teaching strategies to promote student understanding. The overall approach emphasizes starting with the end goals in mind and designing curriculum backwards from there.
Understanding By Design Mar.12
Understanding by Design (UbD) is a backwards design curriculum model created by Grant Wiggins and Jay McTighe. It is a 3 stage process that begins with identifying desired learning outcomes and establishing big ideas and essential questions. It then focuses on developing assessments to check for understanding before planning learning experiences and instruction. The goal is to align assessments and learning activities to curriculum standards while promoting higher-order thinking skills. UbD aims to clarify expectations for students and allow for differentiation of instruction based on learner needs.
Understanding by Design (UbD)
1. The document discusses planning for effective implementation of the 2010 SEC by teachers as agents of change. It examines the key knowledge, skills, and attitudes (KSAs) that teachers need to demonstrate teaching effectiveness.
2. Participants are tasked with identifying KSAs and KUDs that teachers need in order to demonstrate teaching effectiveness based on domains like planning, instructional delivery, and assessment. Sample learning plans will be examined.
3. The goal is to familiarize participants with the 3Is teaching approach, improve classroom preparations and delivery, and deepen understanding of understanding by design.
Understanding By Design
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.
Ubd - An introduction to Understandings and Transfer Goals
An introduction to basic UBD principles and getting yoru head around understandings and transfer goals before considering the big ideas for the cornerstone tasks
Understanding by design an overview
This document provides an overview of Understanding by Design (UbD), a framework for planning curriculum and instruction. It discusses three key aspects of UbD: 1) Identifying desired long-term learning outcomes based on standards, 2) Determining appropriate assessments to measure student understanding, and 3) Planning lessons and activities to help students achieve the desired outcomes. The document emphasizes that UbD involves "backward design" where teachers design the curriculum starting with the long-term goals, rather than just selecting content and activities. It is intended to help students develop deep understanding and ensure their learning transfers to new situations.
The Backward Design
What is backward design?
A framework to assist teachers in designing or redesigning teaching materials to enhance learning understanding.
EDPC605_7&8
This chapter discusses how teachers must think like assessors to determine if students have understood the material. It emphasizes using multiple forms of assessment over time, including performance tasks, to gather evidence of understanding. The chapter also covers developing valid rubrics to evaluate student work, with criteria focused on facets of understanding rather than just correctness. Rubrics should be refined based on analyzing student work to ensure they accurately measure understanding.
Understanding by Design
The document discusses the backward design model for planning instruction. It describes the three main stages as: 1) Identifying desired learning outcomes, 2) Determining acceptable evidence of student learning, and 3) Planning learning experiences and instruction. Each stage is then explained in more detail. The document also discusses how to design integrated performance assessments using the three communication modes of interpretive, interpersonal, and presentational.
Backward mapping presentation
The document discusses the backward mapping framework for curriculum design. It begins with identifying the desired results and establishing clear learning goals, then determines how student learning will be assessed through performance tasks and other evidence. Finally, it plans learning experiences and instruction that align with the goals and assessments. The framework aims to improve curriculum design and student understanding by taking a backward approach from the desired learning outcomes.
Backward design
The backward design model was developed by Wiggins & McTighe as a 3-phase process that begins with identifying learning outcomes, then determining assessments, and finally planning learning activities. This inverts the typical process of starting with content. The phases are: 1) identify clear, specific learning outcomes using Bloom's taxonomy, 2) define assessment criteria aligned to outcomes, and 3) design learning opportunities and instructional methods to achieve the outcomes and assessments. Backward design prioritizes achieving learning objectives and provides flexibility to design effective instructional strategies.
Understanding by Design
Using “Backward Design” to Create Meaningful Units of Study
(Adapted from and based on the work of Grant Wiggins and Jay McTighe)
Ubd Powerpoint
1) Understanding by Design (UbD) is a framework for designing curriculum that focuses on student understanding and backward design.
2) UbD involves identifying desired results, determining acceptable evidence, and planning learning experiences.
3) The goal is for students to develop enduring understandings of key concepts and be able to apply, analyze, and synthesize content.
Powerful learning
The document discusses the Powerful Learning Process (PLP) developed by Red Beach School in New Zealand to promote deep learning and thinking. It provides context on how the PLP fits into the school's vision and curriculum. Key aspects of the PLP include embedding thinking at different levels, using a "hub" to deepen understanding, and supporting learners' development through progression models and pedagogical understanding.
UBD presentation
The document discusses enriching computer curriculum through Understanding by Design (UBD), which is a framework for designing curriculum and instruction that begins with defining learning goals and enduring understandings, and then designs assessments and lessons to ensure students achieve the goals. It explains the 3 stages of UBD for designing units of instruction, which are desired results, acceptable evidence, and learning experiences and activities. UBD aims to facilitate student understanding of big ideas and transfer of learning through backward design of curriculum.
Understanding By Design- The basics
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.
Promoting Student Understanding 2
The document discusses promoting student understanding rather than just knowledge recall. It outlines an upcoming workshop on Understanding by Design (UbD), a framework for designing curriculum, assessment and instruction to support understanding. Participants will learn about UbD principles, apply them to their roles, and develop plans to promote understanding in schools. Research shows US students lack understanding, and curriculum often emphasizes coverage over depth.
Whereto framework
WHERETO is an acronym that summarizes key elements to consider when designing an effective and engaging learning plan
Understanding by design Stephanie
Understanding by Design (UbD) is a framework for planning curriculum and instruction that begins with the end goal in mind. The key aspects are determining the essential learnings, establishing acceptable evidence of student understanding, and designing lessons and activities to achieve the desired results. UbD focuses on developing students' understanding through complex tasks that require them to explain, interpret, apply, shift perspectives, empathize, and self-assess their learning. Lessons are planned backwards from the desired results and incorporate activities that help students achieve the specified outcomes.
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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.
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This document appears to be notes from a teacher training session on mentoring and curriculum planning. It includes examples of icebreakers and activities for mentors and mentees, an explanation of backwards curriculum design, and templates for identifying learning goals and designing assessment tasks and lesson plans aligned to curriculum expectations.
Essential questions
This document discusses Bloom's Taxonomy and its revision, which categorizes different types of learning objectives from simple recall to evaluation. It also discusses essential questions, which spark curiosity and require students to construct their own answers. Finally, it explains Understanding by Design, an instructional framework that begins with identifying desired learning outcomes and designing assessments to measure student understanding.
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The document discusses student-made video resumes as a creative project for students. Video resumes allow students to combine essay writing skills with visual elements to showcase their skills and experience. Creating a video resume challenges students to think creatively and gives them experience with real-world job skills. Applying Bloom's taxonomy of cognitive objectives, developing a video resume requires students to remember, understand, apply, analyze, evaluate, and create - moving through higher-order thinking skills. Overall, creating a video resume is a pedagogically valuable project that develops students' presentation skills and helps them practice skills needed for future employment.
Intro to Curriculum Design
The document provides guidance on effective curriculum design. It defines key terms like generative topic, essential question, and assessment. It recommends designing curriculum backwards, starting with identifying the overall point and desired understandings, then determining acceptable evidence and assessments, and finally planning learning experiences and instructional tasks. It discusses assessing student learning and understanding rather than making evaluations. It also presents examples of essential questions and provides models for curriculum planning and unit design.
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This document provides an overview of Understanding by Design (UbD), a framework for planning curriculum and instruction. It discusses three key aspects of UbD: 1) Identifying desired long-term learning outcomes based on standards, 2) Determining appropriate assessments to measure student understanding, and 3) Planning lessons and activities to help students achieve the desired outcomes. The document emphasizes that UbD involves "backward design" where teachers design the curriculum starting with the long-term goals, rather than just selecting content and activities. It is intended to help students develop deep understanding and ensure their learning transfers to new situations.
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This chapter discusses how teachers must think like assessors to determine if students have understood the material. It emphasizes using multiple forms of assessment over time, including performance tasks, to gather evidence of understanding. The chapter also covers developing valid rubrics to evaluate student work, with criteria focused on facets of understanding rather than just correctness. Rubrics should be refined based on analyzing student work to ensure they accurately measure understanding.
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The document discusses the backward design model for planning instruction. It describes the three main stages as: 1) Identifying desired learning outcomes, 2) Determining acceptable evidence of student learning, and 3) Planning learning experiences and instruction. Each stage is then explained in more detail. The document also discusses how to design integrated performance assessments using the three communication modes of interpretive, interpersonal, and presentational.
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The document discusses the backward mapping framework for curriculum design. It begins with identifying the desired results and establishing clear learning goals, then determines how student learning will be assessed through performance tasks and other evidence. Finally, it plans learning experiences and instruction that align with the goals and assessments. The framework aims to improve curriculum design and student understanding by taking a backward approach from the desired learning outcomes.
Backward design
The backward design model was developed by Wiggins & McTighe as a 3-phase process that begins with identifying learning outcomes, then determining assessments, and finally planning learning activities. This inverts the typical process of starting with content. The phases are: 1) identify clear, specific learning outcomes using Bloom's taxonomy, 2) define assessment criteria aligned to outcomes, and 3) design learning opportunities and instructional methods to achieve the outcomes and assessments. Backward design prioritizes achieving learning objectives and provides flexibility to design effective instructional strategies.
Understanding by Design
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Ubd Powerpoint
1) Understanding by Design (UbD) is a framework for designing curriculum that focuses on student understanding and backward design.
2) UbD involves identifying desired results, determining acceptable evidence, and planning learning experiences.
3) The goal is for students to develop enduring understandings of key concepts and be able to apply, analyze, and synthesize content.
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The document discusses the Powerful Learning Process (PLP) developed by Red Beach School in New Zealand to promote deep learning and thinking. It provides context on how the PLP fits into the school's vision and curriculum. Key aspects of the PLP include embedding thinking at different levels, using a "hub" to deepen understanding, and supporting learners' development through progression models and pedagogical understanding.
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The document discusses enriching computer curriculum through Understanding by Design (UBD), which is a framework for designing curriculum and instruction that begins with defining learning goals and enduring understandings, and then designs assessments and lessons to ensure students achieve the goals. It explains the 3 stages of UBD for designing units of instruction, which are desired results, acceptable evidence, and learning experiences and activities. UBD aims to facilitate student understanding of big ideas and transfer of learning through backward design of curriculum.
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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.
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The document discusses promoting student understanding rather than just knowledge recall. It outlines an upcoming workshop on Understanding by Design (UbD), a framework for designing curriculum, assessment and instruction to support understanding. Participants will learn about UbD principles, apply them to their roles, and develop plans to promote understanding in schools. Research shows US students lack understanding, and curriculum often emphasizes coverage over depth.
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WHERETO is an acronym that summarizes key elements to consider when designing an effective and engaging learning plan
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Understanding by Design (UbD) is a framework for planning curriculum and instruction that begins with the end goal in mind. The key aspects are determining the essential learnings, establishing acceptable evidence of student understanding, and designing lessons and activities to achieve the desired results. UbD focuses on developing students' understanding through complex tasks that require them to explain, interpret, apply, shift perspectives, empathize, and self-assess their learning. Lessons are planned backwards from the desired results and incorporate activities that help students achieve the specified outcomes.
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accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
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- 1. A CURRICULUM MODEL ART CHRISTIAN DIMLA
- 2. What is Curriculum? the subjects taught at an educational institution, or the topics taught within a subject. (Microsoft Encarta Dictionary)
- 3. What is Curriculum Model? A curriculum model is a structured framework of instruction. It is a guide set forth so all districts are teaching on the same level. It starts with an evaluation of all districts, then a curriculum is designed, and finally it is implemented into practice and revised if needed. (http://www.ask.com/question/what-is-a-curriculum-model)
- 7. Jay Mc Tighe & Grant Wiggins Advocates of the curriculum model in their book, “Understanding by Design” (2005).
- 8. Three Stages of UbD Stage 1 – it has something to do with results or desired outcomes.
- 9. Three Stages of UbD Stage 2 – Assessment
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- 12. 6 Facets of Understanding as Instructional Tools I N T E R P R E T To decide fully explain something record information to give review making implicit comparison making similarity examine
- 13. 6 Facets of Understanding as Instructional Tools A P P L Y create/make something new become adjusted the art or action of planning make an offer to find an answer to something make, manufacture, create
- 14. 6 Facets of Understanding as Instructional Tools P E R S P E C T I V E examine methodically Compare to emphasize differences exchange conflicting views deduce from evidence rather than reasoning form critical assessment
- 15. 6 Facets of Understanding as Instructional Tools E M P A T H Y to form mental concept/ image Suppose to be the case, w/o proof Want to become someone/something Performing a particular role Careful thinking before making decision
- 16. 6 Facets of Understanding as Instructional Tools S E L F - K N O W L E D G E Evaluating oneself Conscious of something Deep thinking Identifying something Become fully aware/conscious