Understanding by Design by Grant Wiggins & Jay McTighe Chapter 7: What is “Uncoverage”?
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe Understanding by Design the...
-
Upload
diane-patterson -
Category
Documents
-
view
217 -
download
1
Transcript of Adapted From Understanding by Design by Grant Wiggins & Jay McTighe Understanding by Design the...
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Understanding by Design
the ‘big ideas’for ELL
teachers
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of (“Backward”) Design
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Why “backward”?
The stages are logical but they go against habits
We’re used to jumping to lesson and activity ideas - before clarifying our performance goals for students
By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Overarching understandings
Knowledge and skill to be acquired
Essential Questions
Understanding by Design Template
The UBD template embodies the 3 stages of “Backward Design”
The DDN Curriculum site provides an easy mechanism for exchange of ideas.
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Misconception Alert:the work is non-linear
It doesn’t matter where you start as long as the final design
is coherent (all elements aligned)
Clarifying one element or Stage often forces changes to another element or Stage
The template “blueprint” is logical but the process is non-linear (think: home improvement!)
!
You’ve got to go below the surface...
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
to uncover the really ‘big ideas.’
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design, elaborated
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Stage 1 – Identify desired results.
Key: Focus on Big ideas Enduring Understandings: What specific insights
about big ideas do we want students to leave with?
What essential questions will frame the teaching and learning, pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content?
What should students know and be able to do? What content standards are addressed explicitly
by the unit?
U
K
Q
CS
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Establishing Priorities
Worth being familiar with
Important to know and do
“Enduring” understanding
Knowledge that is worth being familiar with
Knowledge and skills that are important to know and do
Understandings that are enduring
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Taking a Closer Look at Understandings: They are...
specific generalizations about the “big ideas.” They summarize the key meanings, inferences, and importance of the ‘content’
Require “uncoverage” because they are not “facts” to the novice, but unobvious inferences drawn from facts - counter-intuitive & easily misunderstood
deliberately framed as a full sentence “moral of the story” – “Students will understand THAT…”
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Six Facets of Understanding
Explain - provide thorough, supported, and justifiable accounts of phenomena, facts and data
Interpret - tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models.
Apply - effectively use and adapt what is known in diverse contexts.
Perspective - can see and hear points of view through critical eyes and ears; see the big picture.
Empathize - find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience.
Self-Knowledge - perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; having an awareness of what one does not understand and why understanding is so hard
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Brainstorming Essential Questions Based On the Facets
Interpretation Explanation Application
critique describe build
illustrate express createjudge justify designtranslate predict performprovide metaphors synthesize solve
assume role of be aware of analyzeconsider realize argueimagine recognize comparerelate reflect contrastrole-play self-assess infer
Empathy Self-Knowledge Perspective
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Provocative Essential Questions
•Have no one obvious right answer.•Raise other important questions.•Address the philosophical or conceptual foundations of a discipline.•Recur naturally.•Are framed to provoke and sustain student interest.
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
SD Content StandardsGoals - the "end results" of what we expect after thirteen
years of content study Indicators - further define the goals and provide the
targets and anchors for instructional levels Benchmarks - articulate what the goal and indicator represent at the different developmental levels, providing the targets for student performance
Standards - represent the classroom learning objectives
or activities to help students reach the expectations articulated in the benchmarks, indicators, and goals
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Identify the Content Standards for your Unit
•By Goal, Indicator, Benchmark•3-5 for a 6 week unit of study
*Remember these are the “Big Ideas” specifically addressed by teaching and learning experiences in the unit.
*Specific knowledge and skills (grade level standards)will also be listed on the design template.
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Test Design Against Standards
To what extent are the targeted understandings:
* Enduring * Framed as Generalizations
* Framed by Provocative Essential Questions
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Reflection - Stage 1
Choose 1 to answer
individually.
Share response with your team.
Team selects 2 to share with group.
•I was surprised…•I have been wondering…•I realized that…•Today I learned...
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design: Stage 2
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Just because the student “knows it” …
Evidence of understanding is a greater challenge than evidence that the student knows a correct
or valid answer Understanding is inferred, not seen It can only be inferred if we see evidence
that the student knows why (it works) so what? (why it matters), how (to apply it) – not just knowing that specific inference
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Reliability: Snapshot vs. Photo Album
We need patterns that overcome inherent measurement error
Sound assessment (particularly of State Standards) requires multiple evidence over time - a photo album vs. a single snapshot
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
For Reliability & Sufficiency:Use a Variety of Assessments
Varied types, over time: authentic tasks and projects academic exam questions,
prompts, and problems quizzes and test items informal checks for
understanding student self-assessments
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Curricular Priorities and Assessment Methods
Worth being familiar with
Important to know and do
“Enduring” understanding
Assessment Types
Traditional quizzes and testsPaper-pencilSelected-responseConstructed-response
Performance tasks and projectsOpen-endedComplexAuthentic
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Assessment of Understanding
Brainstorming….
Using the Facets of Understanding Considering a Range of Evidence Determining Possible Performances
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Scenarios for Authentic TasksBuild assessments anchored
in authentic tasks using GRASPS:
What is the Goal in the scenario? What is the Role? Who is the Audience? What is your Situation (context)? What is the Performance
challenge? By what Standards will work be
judged in the scenario?
SPS
GRA
T
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
A Performance Task is Authentic if it…
Is realistic.Requires judgment and innovation.Asks a student to “do” the subject.Replicates or simulates the contexts in which adults are tested in the workplace.Assess a student’s ability to efficiently and effectively use a repertoire of knowledge and skills to negotiate a complex task.Allows appropriate opportunities to rehearse, practice, and consult resources; obtain feedback on performances; and refine performances and products.
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Rubrics,Checklists and Other Evidence
UBD Templates•Holistic Frame•Analytic Frame•Analytic Frame for the Facets
•RubiStar•PBL Checklists•QuizStar
http://4teachers.org
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Test Design Against Standards
To what extent do the assessment provide:
* Valid and Reliable Measures* Authentic Performance Task
Opportunities* Sufficient and Varied Information
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Reflection - Stage 2
Choose 1 to answer
individually.
Share response with your team.
Team selects 2 to share with group.
•I find it interesting that...•I have been wondering…•Today’s activities caused me to think differently about __ because...•Today I learned...
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design: Stage 3
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Stage 3 big idea:
EFFECTIVE
and
ENGAGING
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Taking a Closer Look at...
Coverage vs.
Uncoverage
Misunderstanding and
Misconceptions
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Think of your obligations via W. H. E. R. E. T. O.
“Where are we headed?” (the student’s Q!)
How will the student be ‘hooked’?What opportunities will there be to be equipped, and to experience and explore key ideas?
What will provide opportunities to rethink, rehearse, refine and revise?
How will students evaluate their work?How will the work be tailored to individual needs, interests, styles?
How will the work be organized for maximal engagement and effectiveness?
WHE
E
R
L
TO
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Test Design Against Standards
To what extent will students:* Know where they are headed and why?
* Be hooked?* Explore and experience key ideas?
* Reflect and Rethink?* Evaluate their own work?
* Have work tailored to meet their needs?* Participate in learning activities
organized to be engaging and effective?
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Reflection - Stage 3
Choose 1 to answer
individually.
Share response with your team.
Team selects 2 to share with group.
•I feel comfortable with...•I would like to learn more about...•I am still unclear or unsure about...•I realize I need to take a closer look at...
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
Peer Review
Consider….
StrengthsAreas needing improvement
FeedbackGuidance
Adapted From Understanding by Design by Grant Wiggins & Jay McTighe
TEA Participants at UNL
In what ways does the Backward Design
Process support the Five Core Propositions of “What
Accomplished ELL Teachers Should Know and Be Able to
Do”?