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“Enriching Computer Curriculum with UBD”
“Enriching Computer Curriculum with UBD”
“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
• define understanding from the UBD perspective • explain how the 3 stages of UBD facilitate learning
• prepare concept matrix and performance matrix as well the learning plans showing UBD integration
Learning Objectives
Sequence from 1-10; 1 as the first task to be carried out
Short Activity
Teaching or implementing the plan
Administering formative assessment
3
Planning the teaching-learning activities
Monitoring learning outcomes
Designing assessment means
6
2
8
5
10
1
7
4
9
Providing intervention
Identifying the objectives/goals
Administering summative assessment
Identifying the topic/subtopic of the lesson
Feedback of students’ learning outcomes
- Grant Wiggins & Jay McTighe
Teachers are designers of learning, of environments, of students' experience. More specifically, they claim that teachers can increase the
effectiveness of their teaching by employing a process that they
call "backward design."
No. 48 s.2010 SEMINAR TRAINING-WORKSHOP ON UNDERSTANDING BY DESIGN IN ACTION: REDESIGNING TEACHING AND LEARNING ACROSS CONTENT AREAS
No. 13 s.2010 NATIONAL SEMINAR ON TEACHING SCIENCE THROUGH UNDERSTANDING BY DESIGN
No. 472 s.2009 CHANGES TO DEPED MEMORANDUM NO. 431, S. 2009 (National Education Conference on Understanding by Design)
No. 431 s.2009 NATIONAL EDUCATION CONFERENCE ON UNDERSTANDING BY DESIGN
PCMed-TechnoKids
“Enriching Computer Curriculum with UBD”
+UBD = ?
1.Learning to THINK2.Learning to INTUIT3.Learning to FEEL4.Learning to DO5.Learn to COMMUNICATE6.Learning to LEAD7.Learning to BE
WBLS has 7 Mastery Skills:
UBD?Grantt WigginsJay McTighe
Challenge
How does UbD differ from our conventional thinking about
teaching and learning?
Answer: UBD gives serious
consideration to the meaning of understanding
- Grant Wiggins & Jay McTighe
The primary goal of UBD is student understanding
that is, the ability to make meaning
of BIG ideas and transfer their learning
Note:In UbD, we design a unit (not a
lesson)which may be composed of topics taught for 6 days to 20 days.
Stages of Backward Design
- Grant Wiggins & Jay McTighe
Sequence of Teaching with UBD
Sequence of Teaching with UBD
Sequence of Teaching with UBD
- Grant Wiggins & Jay McTighe
- Grant Wiggins & Jay McTighe
Learning for Understanding
Stage 1 – Desired Results
Transfer(or Established) goals =Include the National (Department of Education), local or professional standards; course or program objectives and school learner outcome
Transfer Goal• States the long term accomplishments that students should be able to do with knowledge and skill, on their own• Answers the question Why and What?
Goal for Mental Process: Different levels of Complexity Using the New Taxonomy
Enduring Understanding
• Cannot be transmitted ; must be earned by the learner• Is a meaningful “big idea”, the moral of the story of the unit• Make sense of otherwise discrete, • Facts- it connects the dots
BIG IDEA • refers to transferable concepts, principles, and theories that should serve as focal point of curricula, instruction and assessment.• helps to connect the discrete facts and skills.
Essential Questions• are open-ended provocative questions (no simple right answer)• designed to guide student inquiry and focus instruction•Is meant to be investigated and encourages active “meaning making” by the learner about the important ideas.
Knowledge and Skills• are more discrete objectives that
we want students to know and able to do.
• specify what students should know and be able to do a result of the unit.
Values Integration / Disposition
• Accuracy in typing the source code • Patience in debugging a program• Listening with empathy• Sharing and Respect others
STAGE 2 : Assessment Evidence
Students should be presumed innocent of understanding
until proven guilty by apreponderance of evidence.
- Grant Wiggins & Jay McTighe
Performance Task• Should be written in the GRASPS format to make assessment task more authentic and engaging.• Students must be given challenging questions, with increasing difficulty and increasing repertoire.
GRASPS
G – The goal or challenge statement
in the scenario
GRASPS
R – The role of the student plays the
scenario
GRASPS
A – The audience or client that the student
must be concerned with in doing the task
GRASPS
S – The particular situation or setting
context and its constraints and opportunities
GRASPS
P – The specific performance or
product expected
GRASPS
S – The standard or criteria by which the work
will be judged
6 Facets of Understanding 1.Explanation2.Interpretation3.Application4.Perspective5.Empathy6.Self Knowledge
Assessment
R – The role of the student plays the
scenario
STAGE 3 : Learning Plan
planning learning experiences and instruction, details students' activities
throughout the class, lists which resources to be used, and evaluates
if these activities and resources follow the WHERETO criteria.
- Grant Wiggins & Jay McTighe
WHERETO
• Where is the unit heading and why?• Hook and hold students’ attention.• Equip students with necessary experiences, tools, knowledge to meet goals.
WHERETO• 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
Sample Unit Design
• Sample 2:Health
• UBD Presentation
• Sample 1: Algebra
• UbD Sample Template