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UbD

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by

Patricia Escobar

on 6 April 2015

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Transcript of UbD

UbD
Understanding
by Design
How do you know students understand or know?
How do you assess (steps) the knowledge or the understanding?
STAGE 2
Determine Acceptable Evidence
STAGE 3
Plan Learning
Experiences
and
Instruction
STAGE 1
Identify Desired
results

Make Choices!!
(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.
G
R
A
S
P
S
“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 –
Educational Consultant
THEN, HOW DO
WE ASSESS
UNDERSTANDING?
SIX FACETS OF
UNDERSTANDING
EXPLANATION
INTERPRETATION
APPLICATION
PERSPECTIVE
EMPATHY
SELF- KNOWLEDGE
PERFORMANCE TASKS
Performance Task

A single evaluation or activity used to determine student progress toward attainment of standard(s) and indicators

Performance Assessment

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)

Scoring systems:

Rubric—used to judge levels of performance
Checklist—used to judge whether or not the skill or behavior has been demonstrated
References
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
Full transcript