Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Understanding by Design Training Module #1
Transcript of Understanding by Design Training Module #1
The basic underlying principles of UbD (Understanding by Design)
An introduction to the process of backward design.
Gain an idea of what is meant by, “Does he/she understand?” The student “gets it”.
The student can repeat back to you what you just told them.
The student passes the test.
The student knows the skills, recalls the skills, and transfers those skills to new and different scenarios. A method for planning curriculum
A focus on student understanding and transfer of knowledge to new and different situations.
A reflection of the latest learning research. Recalling facts and figures
“Drill and Kill” exercises A method of thinking about curriculum planning.
Making meaning of learning through “big ideas” and transferring that learning to new scenarios.
Take and transform content standards into it’s basic elements and develop appropriate assessments. What understanding is taking place in the clip?
How do students show their understanding?
Is the teacher effectively checking for understanding? Process used to design curriculum to show understanding and transfer of information.
The focus is on content that is used – not just recalled.
Visualize the learning destination then identify the learning route. Students’ understanding is revealed when they make sense of and transfer their own learning through “authentic performance” on their own.
The students’ ability to Explain, Interpret, Apply, Shift Perspective, Empathize, and Self-Assess serve as indicators of understanding.
Curriculum is planned “backwards” from desired cumulative assessment results through a three part design process. Teachers are coaches who aim and check for student understanding.
Reviewing curriculum and lesson units regularly against design standards for quality and effectiveness.
Regularly adjusting and critiquing the results of curriculum design against student results. Now watch this clip. What “big idea” does Leigh Ann use to help Michael understand?
What does the coach’s teaching method lack?
How does Michael show his understanding? Stage 1 – Identify Desired Results
Stage 2 – Determine Acceptable Evidence
Stage 3- Plan Learning Experiences and Instruction Accordingly 3 Stages of Backward Design Stage 1 – Identify Desired Results What long-term transfer goals are targeted?
What meanings should students make in order to arrive at important understandings?
What essential questions will students explore?
What knowledge and skill will students acquire?
What established goals/standards are targeted? What should students be able to DO with the knowledge when they are on their own?
Questions to ask:
Why should I learn this?
What can I do with this? An Understanding at this level…
Must be “earned”.
Is the “Big Idea” or the “Moral of the Story”.
“Connects the dots”.
Not obvious and might be misunderstood.
Is inferred and general
“the student will understand THAT…” Stage 2: Evidence What performances and products will reveal evidence of meaning-making and transfer?
By what criteria will performance be assessed, in light of Stage 1 desired results?
What additional evidence will be collected for all Stage 1 desired results?
Are the assessments aligned to all Stage 1 elements? Stage 2: Evidence
Needed to illustrate Understanding
Can you see the learners applying what they know to different issues, problems, situations, and contexts.
Reflect the characteristics of Understanding
Explanation, interpretation, application, perspective, empathy, and self-understanding
Create real-world connections
Students must “do” the subject instead of answering questions.
Students “show their work” and “justify”, or “support”. Stage 2: Evidence –
Does the student G.R.A.S.P.S. the understanding?
Goal: Challenge statement for the performance task
Role: The student’s role for the performance task.
Audience: Who will address the student?
Situation: What is the context in which the students is supposed to complete the performance task?
Performance: What is the specific product expected?
Standards: What criteria will be used to assess the student’s understanding? Stage 2: Evidence –
At the end of the assessment, can the student…
Explain – put their knowledge into their own words
Interpret – offers support and justifies his understanding
Apply – Transfers, adapts, and adjusts his understanding to address different scenarios.
Perspective – See events from different points of view
Empathy – The student can “walk in the shoes” of other people or characters
Self-Understanding – the student can reflect and critically assess their understanding including their limits. What stage of understanding are the boys at?
What evidence can be seen in the video to support your ideas?
Do the boys show increasing understanding?
How do the setbacks the boys face help their understanding? Watch this clip. Stage 3: Learning Plan What activities, experiences, and lessons will lead to achievement of the desired results and success at the assessments?
How will the learning plan help students with acquisition, meaning-making, and transfer?
How will the unit be sequenced and differentiated to optimize achievement for all learners?
How will progress be monitored?
Are the learning events in Stage 3 aligned with Stage 1 goals and Stage 2 assessments? Most important:
Acquisition of knowledge
Transfer of knowledge Self-Assessing
Where – Does the student see the big picture? Can answer the “Why” question?
Hook – Student is engaged in learning.
Equip and Experience – Students has the necessary support to gain understanding and perform tasks.
Rethink – Shift perspectives, challenge previous methods of thinking, look at things in a new way. Introduce new ideas. Revise ideas.
Evaluate – Give students feedback and chances to self-assess and fix their ideas.
Tailor – Allow for differentiated instruction
Organize – Putting the work in the order that best meets to the goals of understanding the material. How does Homer show he has acquired new knowledge?
How does he make meaning out of his new knowledge?
How does he transfer his knowledge to a real world problem? Watch this clip Assessment
Please follow the instructions to complete the assessment for Understanding by Design #1 so you will get credit for the training.
Open Internet Explorer, Firefox, Chrome
Type into the address bar http://en.linoit.com/
Sign in information:
Username: AustinISD (case sensitive)
Click on the “Understanding by Design #1” canvas.
Follow the instructions on the assignment sticky. Wiggins, Grant, and Jay McTighe. The Understanding by Desighn Guide to Creating High-Quality
Unites. Alexandria: ASCD, 2011. Print.
"YouTube." "Anyone, anyone" teacher from Ferris Bueller's Day Off. YouTube, LLC, Dec. 29,
2011. Web. 26 Sep 2012. <http://www.youtube.com/watch?v=hnJbznlYT9A>.
"YouTube." blindside p and p 2.wmv. YouTube, LLC, Mar. 1, 2011. Web. 26 Sep 2012.
"YouTube." October Sky (3/11) Movie CLIP - Test Launches (1999) HD. YouTube, LLC, May 30,
2011. Web. 26 Sep 2012. <http://www.youtube.com/watch?v=cP_OM5VVcSo>.
“YouTube." October Sky (6/11) Movie CLIP - Homer Proves His Innocence (1999) HD . YouTube,
LLC, May 30, 2011. Web. 26 Sep 2012. <http://www.youtube.com/watch?v=udHB3tftPz4>.
"YouTube." Solution Tree: Jay McTighe on the Backward Design Framework . YouTube, LLC, Jun
3, 2011. Web. 26 Sep 2012. <http://www.youtube.com/watch?v=ClS3-8-QPqo>.