Post on 30-Dec-2015
description
Understanding:Transfer
It is the essence of understanding and
the point of schooling
Understanding:via big ideas
that’s how transferhappens, makes
learning more connected
Students fail to apply, poor results on tests
Learning is fragmented, more difficult, less engaging
UbD big ideaWhy
important?If not…
‘Backward’ Design
Plans need to bewell aligned to be
effective
Aimless activity & coverage
The big ideas of UbD
1. Identify desired accomplishments
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
KEY: 3 Stages of (“Backward”) Design
Identify content
Brainstorm activities & methods
Come up with an assessment
What we typically (incorrectly) do:
Without checking for alignment
Without checking for alignment
Stage 1 Design Questions
• What are the long-term transfer goals? In the end, students should be able, on their own, to...(Big Ideas)
• What are the desired (enduring) understandings? (What misunderstandings must be avoided, overcome?)
• What are the essential questions to be continually explored?
• What knowledge & skill should they leave with?
Stage 2 Design Questions•What evidence for assessment (of skills and
knowledge) is required by our Stage 1 goals?
•What performances are indicative of understanding - transfer of learning and
understanding of content via big ideas?
•What other evidence is required by the goals?
•What scoring rubrics/criteria/indicators will be used to assess student work against the goals?
Stage 2: Assessment
• The analytic challenge is to identify the ULTIMATE tasks embodying the Standard - reflecting the kind of accomplishment the Standard envisions - and other long-term goals
– What real-world important tasks epitomize the Standard? – What projects should a student who has met the Standard be
able to do well?
– What challenges in the world should students be prepared to handle and accomplish?
Stage 3 - design Qs
If those are the desired STAGE 1 goals and STAGE 2 performance tasks . . .
• What do students need to acquire?
• What inquiries and meaning making must they actively be made to engage in?
• What transfer must they practice and get feedback on?
• What formative assessments are essential for feedback, adjustment, meeting goals?
• What sequence is optimal for engagement and success?
• How will the work be differentiated - without sacrificing goals - to optimize success of all?
WHERETO• Guidelines for Stage 3 learning design
– Where is the work headed (learning goals, relevance)?
– Hook and hold the learner (inquiry, research, problem solving,
experimentation)
– Equip with key learning & experience (experiential and inductive learning,
direct instruction, homework and other)
– Rethink and revise thinking/work (rehearse, refine)
– Evaluate your progress (self-reflection, feedback)
– Tailored to personal need, interest, profile (differentiation)
– Organized for optimal learning (sequencing)
Stage 3 Design
• Determine what needs to be uncovered
vs. covered
• Test design against WHERETO
• How will students demonstrate learning
and understanding? (6 Facets or Bloom’s)
• Diagnostic and formative assessments—
preassessment (summative is Stage 2)
Unit Design Cycles Unit Design Cycles
Draft: • Stage 1• Stage 2• Stage 3
DESIGN, based on: • Goals/Standards• Performance gaps
Analysis of
formative student work
Peer and/or Expert review
Student feedback - what works, what
doesn’t
In-class observations
Unit self-assessed against UbD design standards
Design itDesign itTeach it with
revisions, as needed
Teach it with
revisions, as needed
Pre-assess, tweak
Analysis of
summative student work
Adjust, as needed
•No one expects such “recipes” and “cooking” every day
The aim is “gourmet” unit design - work smarter, not harder: keep adding each
year to a database of units:
Misconception Alert !
Next Steps . . .
• Refer to the handouts (UbD Stages in a Nutshell, stage checklists, Observable Indicators of Teaching for Understanding, UbD Roadmap)
• Use the wikispace (school homepage then click on UbD)
• Try using essential questions next week
• Design (a) model unit(s) individually or as grade level teams within a subject area
Next cont’d . . .
• Peer review those units informally or formally
• Consult with the UbD trainers
• Pilot those units
• Use the unit to provide data for your data team
• Request follow up work/consultation time individually, as
grade level, cross school grade level/subject area