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Understanding by Design
Transcript of Understanding by Design
Understanding by Design
What is the purpose?
How does it connect to Common Core?
What are the main components?
Organizing Center & Desired Outcomes
The HUB of your unit
The End in Mind
"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 Covey,
The Seven Habits of Highly Effective People
Why commit to unit planning?
The Common Core State Standards aim to align instruction and provide the framework upon which curricula are developed so that scholars are prepared to meet the requirements of college and workforce training programs ready to succeed.
Because standards are not curriculum, UbD helps to align school curricula to the established standards to provide a guaranteed set of results.
Since the CCSS contain a mix of knowledge, skills, conceptual understandings, transfer abilities and habits of mind, it is necessary for educators to invest in the intellectual preparation to "unpack" the standards to clarify the desired results.
What is Understanding by Design?
Goal is to gather feedback that can be used by the instructor and the students to guide teaching and learning.
This is not a formal assessment.
Goal is to measure the level of success or proficiency that has been obtained at the end of an instructional unit, by comparing it against some standard or benchmark.
Outcome of a summative assessment can be used formatively when teacher or students take the results and use them to guide their efforts in subsequent lessons.
Understanding by Design
Integrates curriculum, instruction & assessment
Focuses on deepening student understanding and transfer of knowledge
Makes connections between the big picture & day-to-day instruction
Understanding by Design starts at the end...
What established standards are targeted?
What knowledge and skills will students acquire?
What essential questions will students explore?
What performances & products will reveal evidence of learning?
What additional evidence will be collected?
How will student performance be measured throughout the unit?
What activities, experiences, and lessons will lead to achievement of desired results?
How will the unit be sequenced and differentiated to optimize achievement for all learners?
W Where and Why
H Hook and Hold
R Rethink, Reflect & Revise
W KWL Chart
H Game or Mystery
R Peer Editing
E Exit Ticket
O Sequence of Learning
Where are we taking you today?
Part I - What is Understanding by Design?
Part II - Why use UbD?
Part III - How do you use UbD?
Emphasizes the teachers' critical role as a designer of student learning
Privileges "Uncovering" learning instead of covering content
WHY am I teaching this?
WHO is this unit for?
WHAT do they need to know already?
WHEN do I plan to finish?
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Compelling, universal, never completely answerable
Support connections across disciplines
Coverage vs. uncoverage
Raise the level of discourse
Frame the desired outcome as a full-sentence generalization in response to the phrase,
“Students will understand that…”
NOT topics, truisms, or vague generalities
What is the moral of your unit’s story?
UbD helps teachers to work within standards-driven curriculum to:
Clarify Learning Goals
Authentically Assess Student Understanding
Craft Meaningful Learning Activities
What do I need to collect or administer to prove that students have grown toward and/or achieved desired outcomes?
Types of Assessments
Assessments should align with desired outcomes.
Performance Criteria (Tasks)
What will mastery or accomplishment look like?
Performance Criteria can be identified when students can:
Holistic rubrics should be created to document student learning.
What lesson essential questions will help guide my students toward the goals of the unit?
How can I break by EQs into daily goals?
What will students experience so that they will attain learning outcomes?
How will I hook students through engaging activities?
Describe the relationship between a series of historical events.
Understand types of relationships: cause & effect, comparison, chronology
Identify historical relationships in a text.
Use words that pertain to time: “When he was a child…”
Use words that pertain to sequence: “First…then…later…finally…”
Use words that pertain to cause and effect: “Because…since…”
Working with the Template