Designing High Quality Unit Plans Using the UbD
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Ammar Merhbi UNDERSTANDIN G BY DESIGN High Quality Units for Student Achievement
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Transcript of Designing High Quality Unit Plans Using the UbD
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Ammar Merhbi
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UNDERSTANDING BY
DESIGN High Quality Units for Student Achievement
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Ammar Merhbi
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Our Essential Question:
Why use UbD? What is it and what’s it good for?
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To begin with the END in mind means to start with a clear understanding of your destination. It means to know where you're going so that you better understand where you are now so that the steps you take are always in the right direction.
Stephen R. Covey, The 7 Habits of Highly Effective People
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Stage 1 — Identify Desired Results
What are the established goals?
What "big ideas" do we want students to come to understand?
What essential questions will stimulate inquiry?
What knowledge and skills need to be acquired given
•the understandings and related content standards? •What focus questions will guide students to targeted •knowledge and skills?
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• Getting to the "Big Ideas" •
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Understandings and Big Ideas
Concepts Themes Issues or Debates Problems or Challenges Processes Theories Paradoxes Assumptions or Perspectives
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Understanding — 6 facets
Explanation Interpretation Application Perspective Empathy Self Knowledge
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Coming up with Essential Questions
Why study ? So what? What makes the study of ____
universal? If the unit on is a story, what's the
moral of the story? What's the Big Idea implied in the
skill or process of ? What larger concept, issue, or
problem underlies? What couldn't we do if we didn't
understand?
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Sample Essential Questions
Arts oHow does art reflect, as well
as shape, culture? Economics
oWhat determines value? Foreign Language
oWhat can we learn about our own language and culture by studying another?
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Sample Essential Questions
Geography oHow does where we live
influence how we live?
Government oHow should we balance the
rights of individuals with the common good?
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History oWhose story is it? Is history
the story told by the winners? Literature
oCan fiction reveal truth?
Sample Essential Questions •
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Mathematics oWhen is the "correct" answer
not the best solution? Science
oHow are "form" and "function" related in biology?
Sample Essential Questions •
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•Everyday lesson plans will focus on acquiring necessary knowledge and skil ls
•Knowledge •Skills Communication skillsCritical thinking skills Research Study skills Group, interpersonal
Vocabulary Terminology Definitions Factual info. Formula Critical details Important
events Sequences and
timelines
Knowledge and Skills•
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Students should be presumed innocent
of understanding until proven guilty
by a preponderance of evidence.
Stage 2 Evidence•
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What is sufficient and telling evidence of understanding?
Keeping the goals in mind, what performance tasks should anchor and focus the unit?
What criteria will be used to assess the work?
Will the assessment reveal and distinguish those who really understand versus those who only see to understand?
Guiding Questions•
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Album Vs. a Snapshot•
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Assessment Methods•
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GRASPS
G Goal R Role A Audience S Situation P Product, performance, purpose S Standards for success
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Performance Assessment Design•
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GRASPS
The City Tourism Office has hired you to plan a tour of your state for a group of six foreign exchange students (who speak English) to help them understand the city’s history, geography, economy and culture. Plan your tour so that the visitors are shown sites that will teach them about the city and show the ways that it has influenced the nation’s development. You should prepare a written tour itinerary, including an explanation of why each site was selected. Include a Google Map tracing the route for the four-day tour and a budget for the trip.
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Performance Assessment Design•
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What instructional strategies and learning activities are needed to achieve the results identified in Stage 1 and reflected in the assessment evidence specified in Stage 2?
Stage 3 – Instructional Plan•
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Where is the unit heading and why?
Hook and hold students' attention.
Equip students with necessary experiences, tools, knowledge to meet goals.
Allow students to rethink ideas, reflect on
•progress, and revise their work. Allow opportunities for
students to evaluate progress. Tailor to students needs Organize to optimize
understanding
•WHERETO
Key Consideration in Planning•
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Performance TaskGroups of 3, 2, or
IndividualUse Handout for
GuidanceRead Success
Criteria in RubricTimed so please pace
yourselves
Demonstrate Understanding of Ubd•
