The big ideas of UbD

the ‘big ideas’ of UbD

Understanding by Design

3 Stages of (“Backward”) Design

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” The DDN Curriculum site provides an easy mechanism for exchange of ideas.

Misconception Alert: the work is non-linear

It doesn’t matter where you start as long as the final design is coherent (all elements aligned) Clarifying one element or Stage often forces changes to another element or Stage The template “blueprint” is logical but the process is non-linear (think: home improvement!)

You’ve got to go below the surface

..

to uncover the really ‘big ideas

3 Stages of Design, elaborated

2. Determine acceptable evidence

Stage 1 – Identify desired results

Key: Focus on Big ideas Enduring Understandings: What specific insights about 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 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?

U

Q

K

CS

Establishing Priorities

Knowledge that is worth being familiar with

Knowledge and skills that are important to know and do

Understandings that are enduring

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, supported, and justifiable accounts of phenomena, facts and data Interpret - tell meaningful 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.

Perspective - can see and hear points of view through critical eyes and ears; see the big picture. Empathize - find value in what 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 and why understanding is so hard

Brainstorming Essential Questions Based On the Facets

Interpretation Explanation Application critique describe build illustrate express create judge justify design translate predict perform provide metaphors synthesize solve assume role of be aware of analyze consider realize argue imagine recognize compare relate reflect contrast role-play self-assess infer Empathy Self-Knowledge Perspective

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.

SD Content Standards

Goals - the "end results" of what we expect after thirteen years of content study Indicators - further define the goals and provide the targets and anchors for instructional levels Benchmarks - articulate what the goal and indicator represent at the different developmental levels, providing the targets for student performance Standards - represent the classroom learning objectives or activities to help students reach the expectations articulated in the benchmarks, indicators, and goals

Identify the Content Standards for your Unit

By Goal, Indicator, Benchmark 3-5 for a 6 week unit of study Remember these are the “Big Ideas” specifically addressed by teaching and learning experiences in the unit. Specific knowledge and skills (grade level standards)will also be listed on the design template.

Test Design Against Standards

To what extent are the targeted understandings: * Enduring * Framed as Generalizations * Framed by Provocative Essential Questions

Reflection - Stage 1

Choose 1 to answer individually. Share response with your team. Team selects 2 to share with group.

I was surprised… I have been wondering… I realized that… Today I learned...

3 Stages of Design: Stage 2

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

Curricular Priorities and Assessment Methods

Assessment Types Traditional quizzes and tests Paper-pencil Selected-response Constructed-response Performance tasks and projects Open-ended Complex Authentic

Assessment of Understanding Brainstorming…

Using the Facets of Understanding Considering a Range of Evidence Determining Possible Performances

G

R

A

S

P

S

Scenarios for Authentic Tasks

Build assessments anchored in authentic tasks using GRASPS: What is the Goal in the scenario? What is the Role? Who is the Audience? What is your Situation (context)? What is the Performance challenge? By what Standards will work be judged in the scenario?

T

A Performance Task is Authentic if it…

Is realistic. Requires judgment and innovation. Asks a student to “do” the subject. Replicates or simulates the contexts in which adults are tested in the workplace. Assess a student’s ability to efficiently and effectively use a repertoire of knowledge and skills to negotiate a complex task. Allows appropriate opportunities to rehearse, practice, and consult resources; obtain feedback on performances; and refine performances and products.

Rubrics,Checklists and Other Evidence

UBD Templates Holistic Frame Analytic Frame Analytic Frame for the Facets

RubiStar PBL Checklists QuizStar http://4teachers.org

Test Design Against Standards

To what extent do the assessment provide: * Valid and Reliable Measures * Authentic Performance Task Opportunities * Sufficient and Varied Information

Reflection - Stage 2

Choose 1 to answer individually. Share response with your team. Team selects 2 to share with group.

I find it interesting that... I have been wondering… Today’s activities caused me to think differently about __ because... Today I learned...

3 Stages of Design: Stage 3

2. Determine acceptable evidence

Stage 3 big idea:

Taking a Closer Look at

..

Coverage vs. Uncoverage

Misunderstanding and Misconceptions

Think of your obligations via W. H. E. R. E. T. O

W

H

E

R

E

T

O

“Where are we headed?” (the student’s Q!) How will the student be ‘hooked’? What opportunities will there be to be equipped, and to experience and explore key ideas? What will provide opportunities to rethink, rehearse, refine and revise? How will students evaluate their work? How will the work be tailored to individual needs, interests, styles? How will the work be organized for maximal engagement and effectiveness?

L

Test Design Against Standards

To what extent will students: * Know where they are headed and why? * Be hooked? * Explore and experience key ideas? * Reflect and Rethink? * Evaluate their own work? * Have work tailored to meet their needs? * Participate in learning activities organized to be engaging and effective?

Reflection - Stage 3

Choose 1 to answer individually. Share response with your team. Team selects 2 to share with group.

I feel comfortable with... I would like to learn more about... I am still unclear or unsure about... I realize I need to take a closer look at...

Peer Review

Consider…. Strengths Areas needing improvement Feedback Guidance

NBPTS

In what ways does the Backward Design Process support the Five Core Propositions of “What Accomplished Teachers Should Know and Be Able to Do”?