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Understanding By Design- the basics

How we use UBD at AISJ

Robyn Spicer

on 22 October 2012

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Transcript of Understanding By Design- the basics

Why UbD? Backward design has been around for years:
backwards design means we know where we're going and what we're trying to achieve before we start

UbD is "understanding by design"
Grant Wiggins and Jay McTighe
highly researched
continuously refined
internationally recognised

AISJ has modified UbD, based on teacher feedback, the needs of our students and the rubrics
promotes the professionalism of our school
provides a common language
specifies the skills, knowledge and concepts we want our students to have
avoids activity based "busy work" UBD rocks!

Get on board The First Steps Understanding by Design The Template Resources The coaches- we are really, really useful and we're curriculum nerds- we love this stuff

Understanding by Design Professional Development Workbook- by Jay McTighe and Grant Wiggins

Understanding by Design texts- T+L office have many

Elizabeth Imende-Cooney - she will be here next week for AISA and the week after working with us. YAY!

The share drive/ AISJ master curriculum/ UbD templates This is the template we use as a school Stage 2- Assessment Evidence How are we going to show that our students have got everything in Stage 1?

How are you ensuring the benchmarks are richly assessed? Stage 3- Learning Plan This is can be differentiated to suit you and your team W -where are we going? Why? What is expected?
H- how will we hook and hold our students?
E -how will we equip our students with the right skills, knowledge and understandings?
R- how will we help students rethink and revise?
E- how will students self-evaluate and reflect on their own learning?
T- how will we tailor (differentiate) learning to varied interests, needs and styles?
O- how will we organize and sequence the learning? Stage 4- Reflection and Next Steps Reflection- during or after the unit reflect on what went well and what needs to change- this is to improve student learning.

Next steps- discuss this with your colleagues in the Grades above. What will students learn next to build on this unit? (see the Scope and Sequence maps) Discuss with your colleagues in lower Grades what the students have already covered? How are you building on prior knowledge?
Pre-assessment is important here- what misconceptions do the students have? What gaps are you trying to fill? Knowledge: what new facts do the students need to know in order to gain the understanding of the concepts? Skills: what new skills will the students be able to do in order to gain understanding of the concepts? What questions will frame the unit? These need to be kid-friendly and motivating. What big concepts do the students need to understand about the benchmarks? What will still matter in 30 years time? Why is it important? These are taken from AISJ's standards and benchmarks. These drive the unit. What resources can teachers choose from to teach this unit? Where might they find them? see the Tech and Service Learning standards on the share drive We're still working on developing these... watch this space
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