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Backwards Design

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Stephanie Renfroe

on 26 April 2012

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Transcript of Backwards Design

Understanding By Design
Unit Design
Student Understanding
Begin with desired results to create meaningful understanding
Beginning with the end in mind
UbD in a Nutshell
Identify desired results
Determine acceptable evidence
Plan learning experiences and instruction
is a tool to target...
By focusing on backwards design
and understanding,
you will create
lessons for richer and deeper
learning.
Our Target:
Desired Results
Knowledge
The three stages of backwards design
Characteristics of big ideas and essential questions
The six facets of understanding
Skills
Develop understandings,
essential questions,
and assessments
Draft a unit using the unit template
Review designs against the design standards
Stage One
identify desired results
Big ideas
essential questions
enduring understandings
knowledge and skills
transferable concepts,
principles, and theories
that should serve as the
focal point
of the curricula, instruction, and assessment
How does a question support enduring understanding?
Essential
Non-essential
Overarching
Topical
Types of Questions
Asked to be argued or discussed
Designed to uncover new ideas, views, lines of argument
Set up inquiry, heading to new understanding
Lead to more questions
8:00-8:30 Intro
8:30-9:15 big ideas
9:15-9:30 break
9:30-11:00 essential questions
enduring understandings
11:00-12:00 lunch
Schedule
12:00-1:00 stage one template
1:00-2:00 stage two: assessment
the six facets
2:00-3:00 stage three: design activities
WHERETO
3:00-3:30 closing and evaluation
"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."
-Steven r. Covey
Essential
Non-essential
Asked as a reminder, to prompt recall
Designed to "cover" knowledge
Point to a single straight-forward fact; rhetorical
End the inquiry
define understanding
A big idea is...
broad and abstract
represented by one or two words
universal in application
timeless
represented by different examples
that share common attributes
A big idea is stated or implied in state standards.
Transferable concepts
abundance/scarcity
adaptation
aging/maturity
balance
change/continuity
character
community(ies)
conflict
connections
cooperation
correlation
courage
creativity
culture
cycles
defense/protection
democracy
discovery
diversity
environment
equilibrium
evolution
exploration
fairness
friendship
harmony
honor
interactions
interdependence
invention
justice
liberty
loyalty
migration
mood
order
patterns
perspective
production
proof
repetition
rhythm
survival
symbol
system
technology
tyranny
variance/variable
wealth
page 83
An important inference or generalization
A transferable idea
May easily be misunderstood
Best "uncovered" through a real-world problem
Summary of a strategy
Context for the use of a skill
Overarching vs. Topical
word splash
funnel graphic organizer
activity
activity
page 69
activity
activity
Walk About
As you walk about the room, explain to your partner the process of delving into the bigger idea of your topic.
What came easy?
What was more abstract?
What connections did you make?
page 75
activity
From Topics to Ideas
BIG
Enduring Understandings
Essential Questions
Word Splash
activity
page 115
page 91
Properly vs. Improperly Framed
In a free-market economy, price is a function of supply and demand.
The price of long-distance phone calls has declined during the past decade.
vs.
True friendship is revealed during difficult times, not happy times.
True friendship
Statistical analysis and data display often reveal patterns that may not be obvious
How to calculate mean, median, and mode.
The most efficient and effective stroke mechanics in swimming involve pushing the maximum amount of water directly backward.
That they should not cup their hands when swimming the freestyle.
The interaction of heredity and experience influences behavior.
DNA
activity
page 112
From Goals or Topics to
Enduring Understandings
activity
Develop a set of essential questions based on the topic of Westward Expansion
page 105
Use this to explore essential questions in
SKILL AREAS
TIME TO EAT : )
Concern
Hope
Plus
Delta
stage one
stage two
stage three
Big Idea
using one standard, begin exploring the big idea
stage two
determine acceptable evidence
activity
complete page one template
stage one
appropriate criteria
other evidence
six facets
authentic performance tasks
rubrics
activity
Assessment Walk
Traditional
paper/pencil
selected response
constructed response
Performance Tasks
open-ended
complex
authentic
of understanding
explanation
interpretation
application
perspective
empathy
self-knowledge
stage three
plan learning experiences
and instruction
learning plan
WHERETO
covered vs. uncovered
diagnostic and formative assessments
six facets
align to stage one
align to stage one and two
W
H
E
R
E
T
O
Where are we going?
goals
relevance
expectations
prior knowledge
predict possible misconceptions
where are we?
how will we and student interest?
hook
hold
odd fact
counterintuitive example
mystery
challenge
problem
experiment
role play
personal experience
humor
how will we students for expected performances?
equip
direct instruction
experiential learning
exploration
homework
out-of-class experiences
how will we help students
. and ?
rethink
revise
confront alternate versions
argue and debate
reconsider assumptions
peer critiques
self-assessment
journal reflections
how will students
self- and reflect
on their learning?
evaluate
strengths
deficiencies
make connections
changed thinking?
least effective
really understand
most effective
proud?
disappointed?
how will we learning
to varied needs, interests, styles?
tailor
content
process
product
how will we
and sequence the learning?
organize
coverage
uncoverage
activity
complete page one template
stephanie renfroe
antelope trails elementary
sherry adamcyk
frontier elementary
presented by
Resources
Wiggins, G. and McTighe, J. (2005) Understanding by Design. Alexandria, VA: ASCD.
Wiggins, G & McTighe, J. (2004). Understanding by Design Professional Development Workbook. Alexandria, VA: ASCD
www.bigideas.org
Full transcript