Understanding by design

+

Understanding by Design: Next steps

1

Professional Development – January 2010

+Think of a successful learning experience. Identify three characteristics that made it successful: 1.

2.

3.

+

ASCD Allen Parish 2010; Rye and Herold

Our Outcomes

• Explore backward design principles and common misunderstandings about design;

• Identify desired results for unit of study and draft a complete unit to include an assessment and learning plan;

• Review unit of study applying design standards

• Strategize about how to collaboratively develop multiple units, courses, and programs as you move forward

3

+Tasks:

Design a unit for a period of instruction between 1-6 weeks.

Review units by applying design standards and offering feedback to improve design.

Explore what an Understanding by Design classroom looks like.


4

Essential Questions:

Why Understanding by Design? Why 21st Century Skills?

What strategies are there for evaluating and revising existing UbD units?

What is a performance task?

To what extent can we truly implement a performance task into every unit of instruction?

How can we assess/grade performance tasks reliably and practically?

What does a UbD classroom actually look like?

How do we continue to move forward professionally?


Why are we here?

What do you want your students to remember about your class ten, twenty years from now?

6

+


What is Understanding?

Understanding Understanding Big ideas make meaning of the learning and permit

transfer Transfer is the key evidence of understanding (or lack

of it) Good design

best done “backward” from the desired understanding Given the understanding we seek, we ask: what

follows for assessment and for student learning?

7

+


Designing for understanding:

“Understanding is never a passive possession of information or mere automaticity of skill, but the capacity to act wisely, decisively and effectively.”

-- Schooling by Design (2007)

8

+

What does understanding as a goal require of - ‘Designs’ - our planning? Learning and teaching activities? Assessment and feedback to learners?

How do we achieve understanding by design vs. ‘good fortune’?

9What is ‘understanding’?- really ‘getting it’?


+Three stages of backward design


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1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences & instruction



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1. What should students be able to DO with their learning?

2. What IS valid evidence of ability to

meet the long-term transfer goal?3. What learning experiences

& instruction do students need to get there?

+Typically:


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1. Identify content to be acquired

2. Brainstorm lessons to teach the content

3. Create an assessment to

judge if students learned the content

Without checking for alignment

Without checking for alignment

+


UbD design template13

Overarching understandings

Knowledge and skill to be acquired

Essential Questions

+


Three stages of backward design14




+


Stage 1:Desired results15

Stage 1 - Desired Results

Enduring Understanding(s): Essential Question(s):

Established Goals

Students will know and be able to do:

• Insights students earn that will transfer to new learning

• Inquiry students pursue to earn insights and develop proficiency

• Content priorities for the unit / course / subject• Students will be accountable to demonstrate in their work• Key vocabulary concepts

• Excerpted from program level documents• Demonstrates how unit will embody system expectations

+What the research says


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“Research on expertise suggests that a superficial coverage of many topics in the domain may be a poor way to help students develop the competencies that will prepare them for future learning and work.”

-- Bransford, How People Learn

+From the Agriculture Age to the Conceptual Age

Affluence, Technology, Globalization

18th century 19th century 20th century 21st century

Agricultural Age (farmers)

Industrial Age(factory workers)

Information Age (knowledge worker)

Conceptual Age(creators and empathizers)


http://www.google.com/imgres?imgurl=http://www.clipartguide.com/_named_clipart_images/0511-0903-2002-4321_Farmer_Using_a_Pitchfork_to_Move_Hay_clipart_image.jpg&imgrefurl=http://www.clipartguide.com/_pages/0511-0903-2002-4321.html&h=350&w=328&sz=80&tbnid=73D4xJZqsmQyuM:&tbnh=120&tbnw=112&prev=/images?q=clip+art+farmer&usg=__aYekmP37sXxAO5wzSEXFSLSxvE0=&sa=X&ei=SgYZTP9opZKcB8P45dQK&ved=0CB4Q9QEwBA

http://www.google.com/imgres?imgurl=http://www.clipartguide.com/_named_clipart_images/0511-0901-0904-4511_Industrial_Factory_Polluting_the_Air_clipart_image.jpg&imgrefurl=http://www.clipartguide.com/_pages/0511-0901-0904-4511.html&h=253&w=350&sz=55&tbnid=2o40pk9x9fxVpM:&tbnh=87&tbnw=120&prev=/images?q=clip+art+industrial&usg=__L-DI_5FnVz7qyNhVqWAU4dfify4=&sa=X&ei=hgYZTJKXBpjonQe8sOG7Cg&ved=0CCwQ9QEwBA

http://www.google.com/imgres?imgurl=http://www.barnstable.k12.ma.us/Cotuit/images/computer_clipart.gif&imgrefurl=http://columbus-angilberto.trip0d.eu/10050500/technology-clip-art/&h=511&w=490&sz=9&tbnid=oEfWL18Zm7-zzM:&tbnh=229&tbnw=220&prev=/images?q=clip+art+technology&hl=en&usg=__tuRB999eIsiKCxWbCwjK6H74ZVA=&sa=X&ei=1wYZTNe0B4OGnAfW8rXBCg&ved=0CBoQ9QEwAA

http://www.google.com/imgres?imgurl=http://www.cascadewellnessclinic.com/GRAPHICS/2ARTGFX/03ARTGFX/Brain-clip-art.gif&imgrefurl=http://www.cascadewellnessclinic.com/articles/2003art/0311art.shtml&h=211&w=252&sz=9&tbnid=mW1DLSnQyEU61M:&tbnh=93&tbnw=111&prev=/images?q=clip+art+brain&hl=en&usg=__397C5uhB0hjtI_nksTD8v-uhwYM=&sa=X&ei=RAcZTJSfBdnsnQeC79jFCg&ved=0CBoQ9QEwAQ

+ Are we developing. . .

communicators . . .

leaders . . .

creators . . .

critical thinkers . . .

self-directed workers?


+Really Ready to Work?


+Partnership for 21st Century Core Themes and skills

THEMES: Global Awareness Financial, economic, business, and entrepreneurial

literacy Civic literacy, Health and environmental literacy

SKILLS: Creativity and Innovation Information, Media, and Technology Skills Life and Career Skills


+21st Century skills / themes checklist

+


Design Standards for Enduring Understandings

Big ideas at the heart of the discipline

Requires “uncoverage” Lasting value beyond the classroom

Measurable

22

+

Worth being familiar with

Important to

know & do

Big ideas &Enduring

Understandings

Establishing Priorities: From “Big Ideas” to Enduring Understandings

“Big ideas”worth

exploring and understanding

in depth

Foundational knowledge & skill

Nice to know


+

A timeline detailing the early history of the

Internet

How to evaluate the credibility of

Internet sources

Emerging technologies have

the power to change the way we understand

our world

40-40-40



in depth


Nice to know


+

Key protests of Civil Rights Movement

Analyze effects of landmark U.S. Supreme Court decisions such as

Brown v. Board of Education

Conflict creates change



in depth


Nice to know


+Enduring Understandings for 21st Century Skills

In pairs, write an enduring understanding derived from the 21st century skills/themes

+


Sample enduring understandingsSocial Studies

A union is only as strong as its citizens belief in it and each other.

The government structure reflects the amount of faith the leaders have in its people.

We have become more democratic over time.

English

Youth cannot always know what is right because of inexperience.

You are judged by the rules you follow and the rules you break.

27

+


Sample enduring understandings

Physical Education/Health

Knowing the rules can create opportunities.

A team is more than a collection of individuals.

Risk-taking has both expected and unexpected consequences.

28

+



Art

The context in which a piece is created impacts the audience’s perception of the piece.

Experience and opportunities provide inspiration for further pursuits.

FACS

Pursuing a career path requires structured long-term planning and willingness to deviate from those plans to take risks.

You are judged by the rules you follow and the rules you break.

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+



Computers/Business Education

A good planner knows why and when to make adjustments.

Success and failures are measured in every area of business.

Audience and purpose influence the choice, use and presentation of language.

Satisfying a customer at any cost is not always good for business.

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+Sample enduring understandingsEnvironmental Science:

Citizens have a responsibility to voice their opinions about important issues in articulate and educated ways.

Environmental awareness and stewardship are crucial toward developing civic responsibility.

Letter writing can be a powerful way to bring about change in the community.

Mathematics:

is a useful language for symbolically modeling and thus simplifying and analyzing our world.

Math can give visualization to what cannot be seen.

Probability models are useful tools for making decisions and predictions.


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+

Writing involves many elements.

In a free-market economy, price is a function of supply and demand.

DNA

Students will understand how to compare and order fractions, decimals, percents, and numbers written in scientific notation.

Students will understand that there are numbers, ways of representing numbers, relationships among numbers, and number systems.

Which of the following are

enduring understandings?

ASCD O Fallon SD 90-- 2010; Donna Herold

+Task:

Choose a unit for your work today

Create two or three Enduring Understandings for your unit.

Be ready to share yourunderstandings at 10:10

Remember to incorporate21st Century Skills and/orThemes

+Enduring

Understanding: Conflict creates

change

Essential Question:To what extent did the

conflicts of the Civil Rights movement create a platform

for political change?ASCD Allen Parish 2010; Rye and Herold

+Designing with Essential Questions

35

More question-based, problem-based, and challenge-based design: as opposed to content-based design

Moving away from the textbook as syllabus: to the textbook as resource, in support of understanding-focused goals

More like athletics, art: complex performances of transfer that require the inferences and the content


+Design Standards for Essential Questions

Align with enduring understandings

Provoke genuine inquiryEncourage transfer


36

+Is this an Essential Question?

What are the elements of writing?

How do you find the mean?

To what extent can you lie with statistics?

What are the causes of the Civil War?

Why read old books?

To what extent can we predict the future?

+Sample essential questions

Math How can you represent the same number in different

ways? How can that help you? To what extent can you lie with statistics? What are the limits of this mathematical model?

Physical Education What makes this technique work? When (and who) is it best

for? What’s our strategy? How is it working? What adjustments do

we need to make? How does the way I talk affect the other players? How do I get better at this?


38


Business and Applied Arts What’s the best tool/materials for the job? Is failure necessary for personal growth? What do existing models help me see? How

does that influence my work? When should I follow an example? When do I

go out on my own?


39


Language Arts What does a good listener do? What does a reader bring to a text? How do you write so other people can understand what you are

trying to say? What makes a story work? What is the speaker trying to communicate? How does the

delivery influence my response? How do I figure out meaning when I don’t understand all of the

words?

Science How do you know something is alive? Are we destined to become our parents? How is this system designed to handle change?


40

+Sample essential questions Social Studies What story do maps tell? What makes a community work? How do the stories we tell shape who we are? To what extent can one person change the world?

Photograph How does a camera record a moment? How do I use technique to create a vision? What makes an image memorable?

Dance Why does my mind need to know what my body is

doing?


41


How do my words/actions impact myself/others?

When does opportunity become innovation? When does innovation become a way of life?

What is the pattern here? What does it help me see?

How does a reader work to make meaning from a text?

What am I focusing on as I’m working? How does that affect the quality of my work?


42


How the big ideas hang togetherSample from a teacher’s draft

Big Idea Enduring Understanding

s

Essential Questions

Cultural voice / heritage

A group’s identity is defined by a shared system of beliefs and practices.

•How does family influence who we are? Who we become?•What makes a group powerful?•What do we learn about a group/culture by the stories they tell?

43

+Moving from an enduring understanding to an essential question

Enduring Understanding:

Draft Essential Question:


44

+


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+


46

Essential Questions vs. Good Questions

+knowledge and skills

. . .assist students in gaining understanding

AND

in illustrating their understanding


+Content—Knowledge--Skills


+


+


Design Standards for Knowledge and Skills

What students should know

Appropriate given the unit focus, assessments, and time allotted

Succinctly stated

What students should be able to do

Appropriate given the unit focus, assessments, and time allotted

Choice of verb indicates performance expectation

Designer’s choice whether to separate

knowledge and skills

50

+


Identifying key knowledge and skills

Knowledge:

• __________________

• __________________

• __________________

• __________________

• __________________

• __________________

• __________________

Skills:

• __________________

• __________________

• __________________

• __________________

• __________________

• __________________

• __________________

51

Given the targeted content standards and understandings, what will students need to know

and be able to do?

+


Factual knowledge52

includes... - vocabulary/ terminology- definitions - key factual information- critical details- important events and people- sequence/timeline

+


Skills53

includes... - basic skills - e.g., decoding, drawing- communication skills - e.g., listening,

speaking, writing- research/inquiry/ investigation skills- thinking skills - e.g., comparing, problem solving, decision making

- study skills - e.g., note taking- interpersonal, group skills

+Your Task:

Brainstorm Knowledge and Skills for your unit.


54

+LUNCH!

If a student ‘got it’--what could they do with it?

+

The understandings are declarative statements that demand exploration.

The essential questions engage students and guide them to understanding.

Stage 1 truly centers on understanding.

Knowledge and skills align with and are appropriate for the understandings.

Self-assessment of Stage One:4-3-2-1


+




Three stages of backward design


57

+


Desired results for Stage 2

The purpose of assessment is to provide reliable and authentic evidence of understanding and transfer.

Assessment not only measures student performance, it motivates it.

If you value the desired result, learners deserve accessible opportunities to demonstrate learning.

58

+


59

How would you measure for transfer?

Models impact and improve student understanding

Society impacts the natural world in positive and negative ways

What you want to communicate influences the way your present information

How can I model and demonstrate remainders?

Combinations are an essential tools for finding the number of possible ways events can occur.

+

The photo album versus the snapshot.How to Assess Targets

+ The photo album versus the snapshot.

How to Assess Targets

+Recognizing the limits of testing

“Evaluation is a complex, multi-faceted process. Different tests provide different information, and no single test can give a complete picture of a student’s academic development.

-- from CTB/McGraw-Hill

Terra Nova Test Manual


62

+Stage 2: Assessment Plan


63

Stage 2 - Assessment Evidence

Transfer Task(s): Other Evidence:

Performance taskProducts / Performances

Academic Prompts

-All other forms of assessment

Quizzes, tests, prompts, work samplesObservationsStudent self-assessment

+Stage 2: Assessment Plan


64

Stage 2 - Assessment Evidence

Transfer Task(s): Other Evidence:

Determine types of assessment

(Formative)

Summative

Determine types of assessment

Diagnostic

Formative

Summative

+

Worth being familiar with

Important toknow & do

Big ideas &Enduring

Understandings



in depth


Nice to know

Traditional quizzes & tests

Paper/pencilSelected-responseConstructed response

Performance tasks & projects

ComplexOpen endedAuthentic


+


Key research findingsPreparing Teachers for a Changing World

“Authentic tasks increase student motivation to learn.” — Stipek (2002)

“Student’s beliefs about real-world significance of what they are learning were a strong predictor of their interest and enjoyment of math class.” — Mitchell (1993)

“Students give highest interest ratings to classes that make them think hard and require them to participate actively in thinking and learning.” — Newmann (1992)

66

+


Designing performance tasks

• Goal

•Role

•Audience

•Situation

•Product/Performance

•Standards

67

G

R

A

S

P

S

+Performance tasks v. Academic prompt

FAT-P Format Audience Topic Purpose

RAFT Role Audience Format Topic

+


How do you assess understanding?

21st Century skills Add two here

Communication Successful communication is measured by the degree by

which it is understood by the audience

Ecosystems The change one organism makes in order to adapt/survive

has significant ripple effects.

69

+


Is the task relevant?

Connected to the classroom — demonstration / extension of what was learned

Connected to the real world — work that professionals in the field would do

Connected to student’s life —

Connected to capacity — students have clarity on what is expected from them and the necessary skills / knowledge to be successful

70

+


Do students have the ability to be successful?

Assess before teaching

Offer appropriate choices

Provide feedback early and often

Encourage self-assessment and goal setting

Allow new evidence of achievement to replace old evidence

71

+Sample performance tasks

Academic Prompts

Performance Tasks

http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html

+Task:

Design a transfer task (performance or academic prompt) for your unit.

Create the ACTUAL student instructions for the task.


73

+Gallery Walk—Peer Review

Post enduring understandings, essential questions, transfer task, and student handout

Feedback including

I wonder . . .

I notice . . .

+Day Two

+Day one feedback

Write down one or two questions that you would like to have resolved by the end of the day.

Take 15 minutes to examine peer feedback from day one

+

Definitions Analytic Holistic Gradual Release of Responsibility

Most importantly:

Tied to Stage one


Rubrics:

+

Rubrics vs. Partial Credit

The purpose of the rubric is to reliably and efficiently assess a student’s progress towards standard.

Rubrics:

+

…elements have a range of variation between what is considered introduced and what is demonstrated or applied.

…the instructional process is being monitored.

…the rubric will guide the learning process.

…many educators will be using the rubric.

…a product with specific attributes is being evaluated.

Rubric Indicators are important when:

+

Strategies and Tools

Gradual Release of Responsibility

Acquisition, Meaning, Transfer

Depth of Knowledge

Bloom

Writing Rubric Indicators:

+

Rubrics designed for tasks

Rubrics designed for understandings

Rubrics

+

Begin by delineating the 2 and 3.

Then progress to the 4 and the 1.

Writing Rubrics

+

In your small groups, try writing rubrics for your transfer task/understandings.


Writing Rubrics

+Rubrics

4 3 2 1

Understanding

Understanding

Knowledge & Skill

Knowledge & Skill

+

In your small group, assign one person to construct:

A ‘2’ response A ‘3’ response A ‘4’ response

How might these be used in the classroom?

How might teachers use this process?


Exemplars:

+Other Evidence

Begin brainstorming other elements of your assessment package

+

To what extent do your assessments… assess the enduring understandings? assess the knowledge and skills?

Check for gaps and points of emphasis.


Alignment of Assessments:

+

Is there a range of assessments as opposed to a single task/test (photo album vs. snapshot)?

Could a student be successful on the assessment package without truly understanding?

Could the student understand and not be successful on the assessment package?


Review Standards—Stage Two:

+Lunch



90




+Acquisition vs. Meaning MakingLearning Calculus

Start

2x3

3x5

2x5

5x7

4x10

3x8

Finish

6x2

15x4

10x4

35x6

40x9

24x7

+

Acquire Information

Constructing Meaning

Transfer


A M T

+

‘Enduring Understanding’

Learners must Acquire and Make Meaning out of information in the service of understanding and Transferring it.


+

A fact is a fact; a skill is a skill. We acquire each in turn.

Acquisition does not yield understanding; it is necessary but not sufficient.

If I have skills and facts, it does not mean that I understand.

I cannot, however, understand without those skills and facts.


Acquire information

+

What do these facts imply?

When would I use this skill (or not)?

What is their sense, import, value?


Constructing meaning

+

How many buses does the army need to transport 1,128 soldiers if each bus holds 36 soldiers?

32


http://www.google.com/imgres?imgurl=http://news.medill.northwestern.edu/uploadedImages/News/Chicago/Images/Business/Bus.jpg&imgrefurl=http://news.medill.northwestern.edu/chicago/news.aspx?id=89295&usg=__MH-U8yNQ2py5vUkpiQeD6byY3Y0=&h=349&w=524&sz=134&hl=en&start=1&um=1&itbs=1&tbnid=3oUC0TNNaxmFAM:&tbnh=88&tbnw=132&prev=/images?q=bus&um=1&hl=en&sa=N&rlz=1T4RNWN_enUS314US379&tbs=isch:1

+

How should I apply my prior facts, skills, and ideas effectively in this particular situation?

The situation must be new and uncharted.

The goal is independent transfer.


Transfer

+

+


Stage 3: Learning Plan99

Stage 3 - Learning Plan

• Design a set of learning experiences that fosters understanding and transfer.

+So, what is understanding?

“To understand is to be able to wisely and effectively use what one knows, in context – to “apply” our knowledge and skill effectively, in a realistic setting.”

-- Wiggins and McTighe


100

+Stage two planning is revealed in Stage three instructional design

Pre-assessment(Finding Out)

Formative Assessment(Keeping Track & Checking -up)

Summative Assessment(Making sure)

Feedback and Goal Setting

Readiness, Interests, and Learning Preferences of studentsEssential Questions[reading/writing]

Exit Cards Peer evaluation3-minute pausesVocabulary - quiz/notebooksObservationsCreating RubricsSelf-evaluationJournals - Essential Questions+

Performance TaskAcademic PromptPortfolio


+


Where are we headed?

How will the student be ‘hooked’?

What opportunities will there be to be equipped, experienced, and explore key ideas?

What will provide opportunities to rethink, rehearse, refine and revise?

How will students evaluate their work?

How will work be tailored to individual needs, interests, styles?

How will work be organized for maximal engagement and effectiveness?

102

WHE

ER

TO

+


Teaching with misunderstandings in mind

A study of how plants make food was conducted with students from elementary school through college [to] probe understanding of the role of soil and photosynthesis in plant growth and of the primary source of food in green plants (Wandersee, 1983). . . Students from all levels displayed several misconceptions: Soil is the plants’ food. Plants get their food from the roots and store it in the

leaves Chlorophyll is the plant’s blood”

-- Bransford, How People Learn

103

+


Example of a misunderstanding in Science

“Some students think that ‘cold’ is being transferred from a colder to warmer object…students often think that objects cool down or release heat spontaneously… Even after instruction, students don’t always give up their naive notion that some substances (e.g. flour) cannot heat up or that metals get hot because they “attract heat” etc.” (pp. 337-8)

-- From 2061 Benchmarks (AAAS)

104

+


Implications for instruction105

Address predictable misunderstandings

by design.-Provide real or simulated experiences related to the desired understandings.-Build in checks for understanding and misunderstanding along the way.-Require students to revisit/rethink what they thought they understood.-Final assessments should check to see if common misunderstandings have been overcome.

+Task:

Design a Stage Three learning plan for your unit.

Indicate order, code with A-M-T


106

+

3 units per group (max of 6 people)

Author shares overview of unit (5 minutes)

Reviewers discuss unit (5 minutes) Author listens, takes notes, does not engage

Conversation (5 minutes) Clarifications, suggestions, next steps


Peer Review Protocol:

+


Cornerstone Assessment Task(s)

Overarching EssentialQuestion(s)

OverarchingUnderstanding(s)

ContentStandards

Program Area

unit 1unit 2

unit 3unit 4

unit 5

unit 1unit 2

unit 3unit 4

unit 5

unit 1unit 2

unit 3unit 4

unit 5

unit 1unit 2

unit 3unit 4

unit 5

Course 1 Course 3 Course 4Course 2

unit 5

108

+CONTINUING THE IMPLEMENTATION


+Understanding by Design (Wiggins and McTighe)

Understanding by Design Professional Development Workbook (Wiggins and McTighe)

Assessment for 21st Century Learning—DVD 1,2 &3

Moving Forward with Understanding by Design—DVD Integrating Differentiated Instruction and Understanding by Design (Tomlinson and McTighe)

Schooling by Design (Wiggins and McTighe)

Classroom Assessment and Grading That Work (Marzano)

All available at ascd.org

For more information:


+For more information:

Partnership for 21st Century skills: http://www.21stcenturyskills.org/route21/

International Society for Technology in Education (ISTE)

http://www.iste.org/AM/Template.cfm?Section=NETS

Thomas Rye [email protected]

Donna Herold [email protected] http://www.21stcenturyschoolteacher.com


http://www.21stcenturyskills.org/route21/

http://www.iste.org/AM/Template.cfm?Section=NETS

http://www.21stcenturyschoolteacher.com/

+

©2010 by Thomas Rye and Donna Herold. All rights reserved. This handout is intended for your personal use only. Further reproduction and dissemination, in whole or part, requires the permission of the various owners as credited herein.

ASCD Publications present a variety of viewpoints. The views expressed or implied in this publication are not necessarily official positions of ASCD.

+ Evaluating your Experience

Click icon to add picture

+

Below is a link to ASCD’s online Professional Development Feedback Survey. We encourage all participants to complete the online evaluation within the next ten (10) days. All responses will be anonymously reported to ASCD.

http://surveys.ascd.org/wsb.dll/4/capacity_building_2010.htm

Thank you for taking the time to honestly evaluate the program. The results we receive help us to improve the quality of services you receive



Understanding by design

Documents

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unit of instruction

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