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Understanding by Design Gaining Clarity on Our Goals
22

Edpc605 chapter 3&4

Sep 06, 2014

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Barbara King

 
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Page 1: Edpc605 chapter 3&4

Understanding by Design

Gaining Clarity on Our Goals

Page 2: Edpc605 chapter 3&4

How to Use Backward Design – Stage 1

Use national, state, or provincial content standards as a starting point.

“Unpack” the nouns and verbs in the standards to point to the “big ideas”. Stated or implied Big Ideas in the Nouns and Adjectives. Stated or implied real-world performances in the verbs.

Use the template as a tool for developing a coherent, purposeful, and efficient design for learning.

Page 3: Edpc605 chapter 3&4

NETS for Students

http://www.iste.org/standards/standards-for-students/nets-student-standards-2007

Page 4: Edpc605 chapter 3&4
Page 5: Edpc605 chapter 3&4

Big Ideas…

It’s the central and organizing notion. It’s the core idea in a subject It has lasting value and transfers to other

inquiries and requires uncovering because it is not obvious.

Page 6: Edpc605 chapter 3&4

Essential Questions…

Have no simple ‘right answer; they are meant to be argued and discussed (discovered, uncovered)

Designed to provoke and sustain inquiryOften address the foundational or historical

issues of a subjectLead to more questionsNaturally come back again when learningEncourage ongoing re-thinking of big ideas,

assumptions, prior learning (transference…)Could be overarching or topical

Page 7: Edpc605 chapter 3&4

Understandings…

Frame the desired understanding as a full-sentence generalization in response to the phrase, “Students will understand that…”

Beware of stating an understanding as a truism or vague generality. (Triangles have 3 sides – truism or vague generality?- The U.S. is a complex country – truism or vague generality?) – Check to see your stated understandings don’t end with an adjective (i.e. fractions are important)

Avoid the phrase, “Students will understand how to…” “Understanding is the ability to transfer learning to new,

different, and unique experiences” - Wiggins

Page 8: Edpc605 chapter 3&4

Big Ideas, Understandings, and Essential Questions

Big Idea

UnderstandingUnderstandingEssentialQuestionEssentialQuestion

Topic orContent Standard

Page 9: Edpc605 chapter 3&4

Knowledge…What we want students to know Vocabulary Terminology Definitions Key factual information Formulas Critical details Important events and people Sequence and timeline

Page 10: Edpc605 chapter 3&4

Skills…What we want students to be able to do Basic skills – decoding, arithmetic

computation Communication skills – listening, speaking,

writing Thinking skills – compare, infer, analyze,

interpret Research, inquiry, investigation skills Study skills – notetaking Interpersonal group skills

Page 11: Edpc605 chapter 3&4

Unpacking Goals – Method 1Established Goals: 1. Creativity and Innovation

Students demonstrate creative thinking, constructknowledge, and develop innovative products andprocesses using technology.

Stated or Implied BIG IDEAS In the NOUNS and ADJECTIVES:

Stated or Implied real-worldPerformances in the VERBS:

Understandings:Students will understand that…

Essential Questions:

Knowledge:What we want students to know…

Skills:What we want students to do…

Performance Task Ideas:

Page 12: Edpc605 chapter 3&4

Establish Goal (Content Standards)

Understandings Essential Questions

Knowledge Skill

Stage 2 – Assessment Evidence

Performance Tasks Other Evidence

Key Criteria

Stage 3 – Learning Plan

Stage 1 – Desired Results

Should not be differentiated

May be differentiated

Should be differentiated

Applying Differentiation to theUbD Framework

Page 13: Edpc605 chapter 3&4

Six Facets of Understanding

What to assess?

Page 14: Edpc605 chapter 3&4

“Students must perform effectively with knowledge to convince us that they really understand what quizzes and short-answer tests only suggest they get”

The argument for performance assessment as a necessity, not a luxury……

Page 15: Edpc605 chapter 3&4
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Transfer: the link

The six facets link the stagesUse the six facets as the test of whether you are truly measuring “understanding” of the big ideas/essential questions

Page 17: Edpc605 chapter 3&4

Explanation

Insightful connections and illustrations

Require students to explain what they know and good reasons in support of it

Explain “why” it is correct

Page 18: Edpc605 chapter 3&4

Interpretation: what does it mean?Show significanceReveal importanceRecognize relevance

Page 19: Edpc605 chapter 3&4

Application: use knowledge effectively“show understanding by

using it, adapting it, customizing it”

New situations, realistic context

Page 20: Edpc605 chapter 3&4

Perspective: critical and insightful points of viewCasting familiar ideas in a

new lightExpose questionable and

unexamined assumptions

Page 21: Edpc605 chapter 3&4

Empathy: walk in another’s shoesAbility to get inside another

person’s feelings and viewpoint

Differs from perspectiveInside versus outside view

Page 22: Edpc605 chapter 3&4

Self-knowledge: Wisdom to know one’s ignoranceHow thoughts and actions

inform as well as prejudice understanding

Must first understand ourselves before we understand the world