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
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Transcript of UbD
How do you know students understand or know?
How do you assess (steps) the knowledge or the understanding?
Determine Acceptable Evidence
(Teachers)… hold the notion that good teaching comes through artful and spontaneous interactions with students during lessons… Such views minimise the importance of planning increasingly effective lessons and lend credence to the folk belief that good teachers are born, not made.
James Stigler and James Hiebert
“Understanding and Improving Classroom Mathematics Instruction” 1997, p.20.
“If all you want to know is what students memorized, quiz them!If you want to
find out what students know and can
apply, complex performances are required.”
Alan November –
THEN, HOW DO
SIX FACETS OF
A single evaluation or activity used to determine student progress toward attainment of standard(s) and indicators
A collection of related performance tasks that students do to develop their own understanding of concepts and skills found in the standards and indicators
Why are performance assessments so powerful?
Improve critical thinking ability
Prepare students to answer, “What do I do when I don’t know the right answer?”
Provide realistic method of interdisciplinary instruction
A Performance Assessment Task includes:
Instructions for the students
Dimensions of the task (knowledge,
understanding, skills being assessed)
Rubric—used to judge levels of performance
Checklist—used to judge whether or not the skill or behavior has been demonstrated
Burke, K. (1999). How to assess authentic learning. Arlington Heights, IL: Skylight Training and Publishing.
Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: ASCD.
Whitworth College Archives – UbD Lesson Plans http://www.whitworth.edu/Library/Archives/CurrentProjects/Coast&Camp/Index.htm
C. Fayad - Fine-tuning Performance Assessment Tasks, 2010
WE SAY WE UNDERSTAND WHEN
"TEACHERS ARE DESIGNERS"
"GOOD DESIGN, IS NOT SO MUCH ABOUT GAINING A FEW NEW TECHNICAL SKILLS AS IT IS ABOUT LEARNING TO BE MORE THOUGHTFUL AND SPECIFIC ABOUT OUR PURPOSES AND WHAT THEY IMPLY".
"LOS MAESTROS DISEÑAMOS."
"UN BUEN DISEÑO, NO ES TANTO RECOGER TÉCNICAS NUEVAS COMO EL APRENDER A SER MÁS CUIDADOSO Y ESPECÍFICO SOBRE NUESTROS PROPÓSITOS Y LO QUE ESTOS IMPLICAN"
Grant Wiggins & Jay McTighe