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Ubd in ICT Learning


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Ubd in ICT Learning

  1. 1. Teaching and Learning for Understanding:<br />Understanding by Design in ICT Learning<br />Mr. Jasper Vincent Q. Alontaga<br />
  2. 2. Framework for 21st Century Learning<br /><br />
  3. 3. The Big Ideas of UBD<br />A focus on ‘backward’ design:<br />“Backward” from understanding-based goals, to solve common lesson planning weaknesses<br />A focus on understanding:<br />Making sense of facts and skills, via big ideas & transfer of learning<br />
  4. 4. 1<br />Acquire<br />Important knowledge <br />and skills<br />2<br />Make Meaning<br />of “big ideas”<br />(key principles and<br />strategies) <br />3<br />Transfer<br />Learning to new <br />Situations<br />(apply)<br />Source: McTighe, J. & Hilton, J. (2008). What Do I teach on monday? From unit design to daily instruction, p. 3<br />
  5. 5. Big Ideas<br />Essential Questions<br />Understandings<br />
  6. 6. UBD as a DesignProcess<br />Understanding by Design focuses on what we teach and what assessment evidence we need to collect.<br />Select and prioritize ideas <br />and topics that are essential<br />More specific facts and skills <br />are then taught in the context <br />of the larger ideas and questions<br />
  7. 7. 3 Stages of Backward Design for Curriculum Planning<br />1. Identify desired results.<br />2. Determine acceptable evidence.<br />Then, and only then<br />3. Plan learning experiences and <br /> instruction.<br />
  8. 8. Stage 1: Identify desired results<br />Clarify your priorities..<br /><ul><li>What should students know, understand, and be able to do?
  9. 9. What content is worth understanding?
  10. 10. What “enduring” understandings are desired?
  11. 11. What provocative questions will foster inquiry, understanding, and transfer of learning?
  12. 12. What specific knowledge and skills are targeted in the goals needed for effective performance?
  13. 13. What should they eventually be able to do as a result of such knowledge and skill?</li></li></ul><li>Content mastery = the short-term, not the long term goal <br />If content mastery is the means, what is the desired end?<br />(Why do we teach this?)<br />I want you to learn____[content]____________<br />…so that, in the long run, you will be able, on your<br />own, to_____[the long-term desired accomplishment]___<br />
  14. 14. The desired results affectcurriculum and instruction<br />Curriculum and instruction have to be designed to cause it<br />We have to be mindfulof that desired result<br />What should we do to make that understanding most likely?<br />What do I have to make them experience and think about if they are to understand?<br />
  15. 15. Stage 2: Determine acceptable evidence<br />Think like an assessor before <br />designing specific units and lessons.<br />What evidence must we have in order to determine that the student has achieved the desired learning results?<br />
  16. 16. Stage 2: Determine acceptable evidence<br />How will we know whether students have<br /> achieved the desired results?<br />What will we accept as evidence of<br /> student understanding and proficiency?<br />How will students reflect upon and self assess their learning?<br />
  17. 17. Stage 3: Plan learning experiences and instruction<br />What kind of plan should one develop <br />to facilitate learning?<br />What learning experiences and instruction will enable students to achieve the desired results?<br />
  18. 18. How will the design be?<br />H<br />How will we hook and hold<br />Interest student interest?<br />E<br />How will we equip <br />students for expected <br />performances?<br />W<br />Where are we going? <br />Why? <br />What is expected?<br />W.H.E.R.E.T.O<br />O<br />How will we organize<br />and sequence the learning?<br />R<br />How will we help students <br />rethink and revise?<br />E<br />How will students <br />self-evaluate and reflect<br /> on their learning?<br />T<br />How will we tailor learning <br />to varied needs, interests, <br />and styles?<br />
  19. 19. Backward Design Logic<br />STAGE 1: If the desired results are for learners to...<br />STAGE 2: then, you will need evidence of the student’s ability to...<br />STAGE 3: so, the learning activities must prepare students for...<br />You plan with the “end in mind” by first clarifying the learning you seek; that is, the desired learning results<br />Then, think about the evidence needed to certify that students have achieved those desired learnings<br />Finally, plan the means to the end; that is the teaching and learning activities and resources to help students achieve the goals<br />Copyright © 2008 Mississippi Department of Education<br />
  20. 20. 16<br />
  21. 21. 17<br />UbD also emphasizes ways of teachingfor student understanding.<br />Transformative Learning<br />Constructivism<br />
  22. 22. Two-Dimension Categories of pedagogy<br />Inquiry<br />Group/ <br />Community<br />Individual<br />Receiving information <br />
  23. 23. Inquiry-based learning<br />A student-centered, active learning approach focusing on questioning, critical thinking, and problem-solving. <br />It's associated with the idea "involve me and I understand”.<br />Investigate <br />& research<br />Ask<br />Conclude <br />& create<br />Present <br />& evaluate<br />Reflect<br />
  24. 24. Project Based Learning<br />
  25. 25. What is Project-Based Learning?<br />PBL is curriculum fueled and standards based<br />PBL asks a question or poses a problem that ALL students can answer. <br />Concrete, hands-on experiences come together during project-based learning<br />PBL allows students to investigate issues and topics in real-world problems<br />PBL fosters abstract, intellectual tasks to explore complex issues<br />
  26. 26. <ul><li>Problem-based Learning
  27. 27. Inquiry-based Learning</li></ul>Products creation<br />Critical thinking <br />Problem solving<br />Solution or design<br />Action plan or advices<br />Advocacy or social action<br />Information processing<br />Information or idea sharing<br />Knowledge creation<br />Result reporting<br />Attitude or mindset shift<br />Knowledge acquisition <br />Questioning<br /><ul><li>Project-based Learning</li></li></ul><li>PBL helps students develop skills for living in a knowledge-based, highly technological society<br />PBL and technology use bring a new relevance to the learning at hand<br />PBL lends itself to authentic assessment<br />PBL promotes lifelong learning<br />PBL accommodates students with varying learning styles and differences<br />Why PBL?<br />
  28. 28. How Does PBL Work?(The George Lucas Educational Foundation)<br />Question<br />Plan<br />Schedule<br />Monitor<br />Assess<br />Evaluate<br />
  29. 29. 1. Question<br />Start with the Essential question.<br />Take a real-world topic and begin an in-depth investigation.<br />Make sure it is relevant for your students.<br />
  30. 30. 2. Plan<br />Plan which content standards will be addressed while answering the question.<br />Involve students in the questioning, planning, and project-building process.<br />Teacher and students brainstorm activities that support the inquiry.<br />
  31. 31. 3. Schedule<br />Teacher and students design a timeline for project components.<br />Set benchmarks.<br />Keep it simple and age-appropriate.<br />
  32. 32. 4. Monitor<br />Facilitate the process.<br />Mentor the process.<br />Utilize rubrics.<br />
  33. 33. 5. Assess<br />Make the assessment authentic.<br />Know authentic assessment will require more time and effort from the teacher.<br />Vary the type of assessment used.<br />
  34. 34. 6. Evaluate<br />Take time to reflect, individually and as a group.<br />Share feelings and experiences.<br />Discuss what worked well.<br />Discuss what needs change.<br />Share ideas that will lead to new inquiries, thus new projects.<br />
  35. 35. Curriculum-based and contextualized themes: (Inter)disciplinary educative topics connected to 21st Century-skills and local context<br />Real-world issues: Relevant to students life and youth’s culture that can engage students into meaningful and productive learning in real community with real tools and resources <br />Expert thinking needed: Open-ended problems needing higher-order thinking to solve or expertise in creating products<br />Achievable and measurable results: Appropriate for students’ prior knowledge and competence in zone of proximal development <br />Team work: Provoking social construction from multi-talent smart team and mind-reshaping by peers<br />Extending learning time and space beyond classroom boundaries: Often need several weeks/months and studies outsides classrooms<br />
  36. 36. How can we improve our capacity as facilitators <br />of Computer Education under the UbD?<br />
  37. 37. Continue improving your technology operations and concepts<br />
  38. 38.<br /><br /><br />Organize your digital resources to expand learning outside the walls of the classroom<br />
  39. 39. Explore, join and design projectsto do in your computer class!<br />
  40. 40. If you don’t know where you are going, any road will take you there…<br />
  41. 41. Thank you<br />Mr. Jasper Vincent Q. Alontaga<br />Faculty, ELMD<br />De La Salle University – Manila<br /><br />
  42. 42. 38<br />References:<br />McTighe, J. & Wiggins, G. (2004). Understanding by design: professional development workbook. U.S.A.: ASCD<br />McTighe, J. & Hilton, J. (2008). What do I teach on monday? From unit design to daily instruction. Tennessee, U.S.A.: ASCD.<br />Espiritu, L. (2011) Understanding by Design and the role of ICT<br />