The big ideas of Ub D big idea

The big ideas of Ub. D big idea Why important? If not… ‘Backward’ Design Plans need to be well aligned to be effective Aimless activity & coverage Understanding: Transfer It is the essence of understanding and the point of schooling Students fail to apply, poor results on tests Understanding: via big ideas that’s how transfer happens, makes learning more connected Learning is fragmented, more difficult, less engaging

KEY: 3 Stages of (“Backward”) Design 1. Identify desired accomplishments 2. Determine acceptable evidence 3. Plan learning experiences & instruction

What we typically (incorrectly) do: Identify content Without checking for alignment Brainstorm activities & methods Without checking for alignment Come up with an assessment

Stage 1 Design Questions • What are the long-term transfer goals? In the end, students should be able, on their own, to. . . (Big Ideas) • What are the desired (enduring) understandings? (What misunderstandings must be avoided, overcome? ) • What are the essential questions to be continually explored? • What knowledge & skill should they leave with?

Stage 2 Design Questions • What evidence for assessment (of skills and knowledge) is required by our Stage 1 goals? • What performances are indicative of understanding - transfer of learning and understanding of content via big ideas? • What other evidence is required by the goals? • What scoring rubrics/criteria/indicators will be used to assess student work against the goals?

Stage 2: Assessment • The analytic challenge is to identify the ULTIMATE tasks embodying the Standard - reflecting the kind of accomplishment the Standard envisions - and other long-term goals – What real-world important tasks epitomize the Standard? – What projects should a student who has met the Standard be able to do well? – What challenges in the world should students be prepared to handle and accomplish?

Stage 3 - design Qs If those are the desired STAGE 1 goals and STAGE 2 performance tasks. . . • What do students need to acquire? • What inquiries and meaning making must they actively be made to engage in? • What transfer must they practice and get feedback on? • What formative assessments are essential for feedback, adjustment, meeting goals? • What sequence is optimal for engagement and success? • How will the work be differentiated - without sacrificing goals - to optimize success of all?

WHERETO • Guidelines for Stage 3 learning design – Where is the work headed (learning goals, relevance)? – Hook and hold the learner (inquiry, research, problem solving, experimentation) – Equip with key learning & experience (experiential and inductive learning, direct instruction, homework and other) – Rethink and revise thinking/work (rehearse, refine) – Evaluate your progress (self-reflection, feedback) – Tailored to personal need, interest, profile (differentiation) – Organized for optimal learning (sequencing)

Stage 3 Design • Determine what needs to be uncovered vs. covered • Test design against WHERETO • How will students demonstrate learning and understanding? (6 Facets or Bloom’s) • Diagnostic and formative assessments— preassessment (summative is Stage 2)

Unit Design Cycles In-class observations Analysis of formative student work Adjust, as needed Student feedback - what works, what doesn’t DESIGN, based on: • Goals/Standards • Performance gaps Pre-assess, tweak Teach it with revisions, as needed Analysis of summative student work Draft: • Stage 1 • Stage 2 • Stage 3 Design it Unit self-assessed against Ub. D design standards Peer and/or Expert review

Misconception Alert • No one expects such “recipes” and “cooking” every day ! The aim is “gourmet” unit design work smarter, not harder: keep adding each year to a database of units:

Next Steps. . . • Refer to the handouts (Ub. D Stages in a Nutshell, stage checklists, Observable Indicators of Teaching for Understanding, Ub. D Roadmap) • Use the wikispace (school homepage then click on Ub. D) • Try using essential questions next week • Design (a) model unit(s) individually or as grade level teams within a subject area

Next cont’d. . . • Peer review those units informally or formally • Consult with the Ub. D trainers • Pilot those units • Use the unit to provide data for your data team • Request follow up work/consultation time individually, as grade level, cross school grade level/subject area