Understanding by Design the big ideas of Ub
Understanding by Design • the ‘big ideas’ of Ub. D
3 Stages of (“Backward”) Design 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction
Why “backward”? • The stages are logical but they go against habits – We’re used to jumping to lesson and activity ideas - before clarifying our performance goals for students – By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results
Understanding by Design Template – The UBD template embodies the 3 stages of “Backward Design” Overarching un derstandings Essential Que stions Knowledge and skill to be acqu ired
You’ve got to go below the surface. . .
to uncover the really ‘big ideas. ’
3 Stages of Design, elaborated 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction
Stage 1 – Identify desired results. • Key: Focus on Big ideas – Enduring Understandings: What specific insights about U big ideas do we want students to leave with? – What essential questions will frame the teaching and learning, pointing toward key issues and ideas, and Q suggest meaningful and provocative inquiry into content? – What should students know and be able to do? – What content standards are addressed explicitly by the unit? K CS
Taking a Closer Look at Understandings: They are. . . – specific generalizations about the “big ideas. ” They summarize the key meanings, inferences, and importance of the ‘content’ – Require “uncoverage” because they are not “facts” to the novice, but unobvious inferences drawn from facts - counter-intuitive & easily misunderstood – deliberately framed as a full sentence “moral of the story” – “Students will understand THAT…”
Six Facets of Understanding • Explain - provide thorough, • Perspective - can see and • Interpret - tell meaningful • Empathize - find value in what supported, and justifiable accounts of phenomena, facts and data stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models. • Apply - effectively use and adapt what is known in diverse contexts. hear points of view through critical eyes and ears; see the big picture. others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience. • Self-Knowledge - perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; having an awareness of what one does not understand why understanding is so hard
Brainstorming Essential Questions Based On the Facets Interpretation Explanation Application critique describe build illustrate judge translate provide metaphors express justify predict synthesize create design perform solve assume role of analyze consider imagine relate role-play infer be aware of Empathy realize recognize reflect self-assess Self-Knowledge Perspective argue compare contrast
Provocative Essential Questions • Have no one obvious right answer. • Raise other important questions. • Address the philosophical or conceptual foundations of a discipline. • Recur naturally. • Are framed to provoke and sustain student interest.
3 Stages of Design: Stage 2 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction
Just because the student “knows it” … • Evidence of understanding is a greater challenge than evidence that the student knows a correct or valid answer – Understanding is inferred, not seen – It can only be inferred if we see evidence that the student knows why (it works) so what? (why it matters), how (to apply it) – not just knowing that specific inference
Reliability: Snapshot vs. Photo Album • We need patterns that overcome inherent measurement error – Sound assessment (particularly of State Standards) requires multiple evidence over time - a photo album vs. a single snapshot
For Reliability & Sufficiency: Use a Variety of Assessments • Varied types, over time: – authentic tasks and projects – academic exam questions, prompts, and problems – quizzes and test items – informal checks for understanding – student self-assessments
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