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UBD: Designing for "AHA!"
Transcript of UBD: Designing for "AHA!"
3 Stages of Backward Design
Stage 1 – Identify desired results
Stage 2 – Determine acceptable evidence
Stage 3 – Plan learning experiences and instruction
Stage 1: Identify Desired Results
Content Standards and Knowledge & Skills
Stage 2: Determine Acceptable Evidence
Quizzes, tests, prompts, work samples
Learning by doing/applying/exploring
“Education is a social process; education is growth; education is not a preparation for life but is life itself.”
Stage 3: Plan Learning and Instruction
The Six Facets of Understanding
What's the Point?
Who are we "serving"?
What do we really do??
A, B, & C = ???
Think about "Over Arching" vs. Topical
How does conflict create change?
Why does "power corrupt"?
When does a belief become dogma?
What if the South had won?
How does conflict affect a country's economy?
When you go on vacation, do you take only 1 picture to share your whole experience with the folks back home?
Think “Scrapbook” versus “Snapshot”
Goal * Role * Audience * Situation * Product/Performance & Purpose * Standards for Success
Kimberly Greene, Ed.D * email@example.com
Think about our threaded discussion for Week 1:
The History of Curriculum in America, Part I...
Why that video instead of just a timeline or a text to read?
Think about our Threaded Discussions...
" ... reading & reflecting?
" ... questions, other solutions, ...?
But "Backward Designing"
What is Curriculum?
(A) Why were you asked to reflect on your
Questions we will discuss
in this meeting:
(B) Why were you asked to reflect on your
from 2 different perspectives?
(2) "My Classmates"
(C) Why were you asked to provide a picture/visual
to go along with your text definition of
"What is Curriculum"
(D) How do you assess/judge an activity to be worthy of your full time & attention versus one you consider to be busy work and ignore or race through to get it off your plate?
(E) To what extent is
a living thing versus a static entity?
(F) Why is the word, "diverse" in the PLO for this course?
MAE PLO #5- Curriculum Design: Evaluate curriculum design and curricular decisions as they relate to meeting the
needs of students
(aside from a parent or relative)
Who is your hero?
*EU: The curriculum we design/teach must serve our students in that affords them meaningful, actionable, transferable understanding that guides thoughts and actions.
*EQ #1: How can the teacher/designer raise the chances that what is taught will be meaningful to more/most/all of the students when what is to be taught appears to be completely predetermined (standards, texts, etc.)?
*EQ #2: What role does the individual teacher play in great teaching/learning and how does active reflection by the teacher play a role in great teaching/learning?