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Making the Most of Understanding by Design
Transcript of Making the Most of Understanding by Design
should know and be able to do. Questions? Illustration by Mat Moore
firstname.lastname@example.org What is UbD... ...according to the author? CHAPTER OUTLINE:
UbD Vision Statements
Long and short-term results are collaboratively created to understand development and to implement student achievement. Processes are differentiated for all students. Supervisiors play an active role in student success and understanding. They ensure educators recieve support and purposeful feedback that enhances their ability to implement principles of backward design.
Educators participate in meaningful professional development to promote the success of all learners. Professional development is evaluated based on its effectiveness in student learning. Student Achievement Curriculum Standards and Curriculum Design:
Standardized testing represents only a small picture of student achievement. Teachers should use a photo album of assessments when evalutating.
All schools provide adequate time for teachers to implement core curriculum for the purpose of student achievement. "WHERETO" is the foundation of their planning. Administration should model the characteristics of genuine instructional leadership. They facilitate staff understanding, learning, and inquiry. Through feedback practices, administration encourages staff to be life-long learners.
Parent and Community Outreach:
All parents and community members should understand the standards, assessment, and evaluation process in their school. Parents are encouraged to particpate in problem solving for the purpose promote student achievement. How are these visions incorporated into special education? Multiple assessment tools allow educators to capture a full range of student performance data, rather than the restricted test snapshot of tests used in isolation. Deep conceptual understanding is acheived for special populations when big ideas are identified and essential questions and understandings are explored. In conclusion... All learners can benefit from Understanding by Design. Find this presentation:
http://TeachingCollegeMath.com Making the Most of
Understanding by Design
By: John L Brown Provides a framework and a toolkit that help educators promote enduring understandings. Start with the end in mind: "What do you want your students to learn?" Enduring understandings are:
Statements that articulate big ideas that have lasting value beyond the classroom.
Essential questions are:
Big, open-ended interpretive questions that have no one obvious right answer. Students learn best with experience-based learning.
Cultures, experiences, and previous knowledge shape new learning.
Knowing or being able to do something does not guarantee understanding.
Students benefit from a curriculum that cues them to the big ideas throughout the unit. Explanation
Self-knowledge 1. Identifying desired results (EU/EQ).
2. Determine evidence to evaluate achievement.
3. Design learning activities to promote mastery. Performance-based tests and quizzes (GRASPS).
Reflective assessments (i.e. journals, interviews, think-pair-share).
Academic prompts that direct writing.
Projects that promote choices. G: Goals from the real world.
R: Roles that are authentic and reality-based.
A: Audiences to whom students will present work.
S: Situations involving a real-world experience.
P: Products and performances, culminating from the unit.
S: Standards for evaluating project-based products.
"E" Develop a clear understanding of the curriculum. Strengths and needs of learners are addressed through backward design. Big ideas to use when designing UbD instruction: Components of performance-based project: GRASPS "WHERETO" How will the teacher help students know WHERE they are headed, WHY they are going there, and WHAT WAYS they will be evaluated. How will you HOOK and engage student
interest through thought-provoking experiences? What EXPERIENCES will the teacher provide to help students make understandings real and to EQUIP all learners for success. How will the teacher provide opportunities to:
REFLECT, REVISIT, REVISE, and RETHINK. How will students EXPRESS their understandings and ENGAGE
in meaningful self-EVALUATION? "T" "O"
How will the teacher TAILOR and differentiate
instruction to address every learner?
How will the teacher ORGANIZE learning experiences to promote independence? And finally... successful learning organizations as collaborative communities include peer coaching, study groups, inquiry teams, and action research cohorts all contribute to UbD success. Assessment and Program Evaluation Instructional Design
and Delivery Professional Development Administration and
School Leadership Models for Supervision Standards allow for adjustment of instruction in grading periods Strategic Planning and
Continuous Improvement: "WHERETO" contains mini strategies and principles that support differentiated instruction for special populations.