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ubd facets of understanding
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1. Identify desired results
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences and instruction
Stage 1. Identify Desired Results. In Stage 1 we consider the goals. What big ideas are worthy of
understanding and implied in the established goals (e.g., content standards, curriculum objectives)?
What “enduring” understandings are desired? What provocative questions are worth pursuing to guide student inquiry
into these big ideas? What specific knowledge and skills are targeted in the goals and needed
for effective performance?
Stage 2.Determine Acceptable Evidence. In the second stage we consider evidence of learning. How will we know that students have achieved the desired results
and met content standards?How will we know that students really understand the identified big
ideas? What will we accept as evidence of proficiency?
The backward design orientation suggests that we think about our design in terms of the collected assessment evidence needed to document and validate that the desired results of Stage 1 have been achieved.
Stage 3.Plan Learning Experiences and Instruction. With identified results and appropriate evidence of understanding in
mind, it is now time to finalize a plan for the learning activities. What will need to be taught and coached, and how should it best be
taught, in light of the performance goals?What sequence of activity best suits the desired results?In planning the learning activities, we consider the WHERETO elements
(describe later) as guidelines.Those guidelines can be summed up in a question: How will we make
learning both engaging and effective, given the goals and needed evidence?
Facet 5 – EMPATHYFacet 5 – EMPATHY
Facet 6 – SELF- KNOWLEDGEFacet 6 – SELF- KNOWLEDGE
Facet 3 - APPLICATIONFacet 3 - APPLICATION
Facet 1 - EXPLANATIONFacet 1 - EXPLANATION
Facet 4 - PERSPECTIVEFacet 4 - PERSPECTIVE
Facet 2 - INTERPRETATIONFacet 2 - INTERPRETATION
Sophisticated and apt explanations and theories that provide knowledgeable and justified accounts of events, actions, and ideas:
Why is that so? What explains such events?What accounts for such action?How can we prove it? To what is this connected?How does this work?
Facet 1 - Facet 1 - EXPLANATIONEXPLANATION
Narratives, translations, metaphors, images, and artistry that provide meaning:
What does it mean? Why does it matter? What of it? What does it illustrate or illuminate in human
experience? How does it relate to me? What makes sense?
Facet 2 - INTERPRETATIONFacet 2 - INTERPRETATION
Ability to use knowledge effectively in new situations and diverse contexts:
How and where can we use this knowledge, skill, or process?
How should my thinking action be modified to meet the demands of this particular situation?
Facet 3 - APPLICATIONFacet 3 - APPLICATION
Critical and insightful points of view:
From which vantage point? What is justified or warranted? Is there adequate evidence? Is it reasonable? What are the strengths and weaknesses of the idea? Is it possible? What are its limits?So what? What is a novel way to look at this?
Facet 4 - PERSPECTIVEFacet 4 - PERSPECTIVE
The ability to get “inside” another person’s feelings and world view:
How does it seem to you? What do they see that I don’t? What do I need to experience if I am to understand? What was the author, artist, or performer feeling,
seeing, and trying to make me feel and see?
Facet 5 – EMPATHYFacet 5 – EMPATHY
The wisdom to know one’s ignorance and how one’s patterns of thought and action as well as prejudice understanding:
How does who I am shape my views? What are the limits of my understanding? What are my blind spots? What am I prone to misunderstand because of
prejudice, habit, or style? How do I learn best? What strategies work for me?
Facet 6 – SELF- KNOWLEDGEFacet 6 – SELF- KNOWLEDGE
What is the key idea in ____________________________________?What are the examples of __________________________________?What are the characteristics and parts of ______________________?What caused _________? What are the effects of _______________?How might we prove, confirm, justify _________________________?How is ___________, connected to __________________________?What might happen if _____________________________________?What are common misconceptions about _____________________?How is this come about? Why is this so?
What is the meaning of ___________________________________?
What are the implications of _______________________________?
What does ______________reveal about _____________________?
How is ______________like _____________(analogy or metaphor)?
How does _______________________________ relate to me or us?
So what? Why does it matter?
How is _________________________ applied in the larger world?
How might ___________________ help us to _________________?
How could we use _______________ to overcome _____________?
How when can we use this (knowledge or process)?
What are different points of view about ______________________?
How might this look from _______________________’s perspective?
How is ________________ similar t or different from ____________?
What are other possible reactions to _________________________?
What are the strengths and weaknesses of ____________________?
What are the limits of _____________________________________?
What is the evidence for ___________________________________?
Is the evidence reliable? sufficient?
What would it be like to walk in _____________________’s shoes?
How might _______________ feel about _____________________?
How might we reach an understanding about __________________?
What was _____________________ trying to make us feel and see?
How do I know ___________________________________________?
What are the limits of my knowledge about ___________________?
What are my “blind spots” about ____________________________?
How can I best show ______________________________________?
How are my views about ___________ shaped by ______________
(experiences, habits prejudices, style)?
What are my strengths and weaknesses in ____________________?
Samples by SubjectSamples by Subject
Explain Interpret Apply Perspective Empathy Self-Knowledge
“Who are your true friends? Who are your fair-weather
friends?”
Interpret “Spring” in Frog and Toad are
Friends. What does this episode
reveal about friendship.
Place an order for a “true
friend” from an imaginary mail-order friendship
store.
How do others view me as a
friend?
Write an essay or
journal entry on why some kids always get picked
on and what it feels like to
be those kids.
Respond to writing
prompts: “Do I know who my true friends
are?”
Self-Knowledge
Respond to writing prompts: “Do I know who my true friends are?”
Empathy
Write an essay or journal entry on why some kids always get picked on and what it feels like to
be those kids.
Perspective
How do others view me as a friend?
Apply
Place an order for a “true friend” from an imaginary mail-order friendship store.
Interpret
Interpret “Spring” in Frog and Toad are Friends. What does this episode reveal
about friendship.
Explain
“Who are your true friends? Who are your fair-weather friends?”
Explain Interpret Apply Perspective Empathy Self-Knowledge
Develop a troubleshoot-ing guide for an electric
circuit system.
Assume the role of an electrical
subcontractor: interpret and analyze the
writing drawings for
building a house.
Build a working set of switches for a model railroad
layout.
AC or DC? Argue the
merits of each type of current
for various users.
Create an imaginary
diary entry: “A day in the
life of an electron.”
EmpathyCreate an imaginary diary
entry: “A day in the life of an electron.”
PerspectiveAC or DC? Argue the merits of each type of current for various
users.
ApplyBuild a working set of switches
for a model railroad layout.
Interpret Assume the role of an electrical
subcontractor: interpret and analyze the writing drawings for building a
house.
Explain
Develop a troubleshooting guide for an electric circuit system.
Explain Interpret Apply Perspective Empathy Self-Knowledge
Study a common
phenomenon (e.g., weather data). Reveal
subtle and easily
overlooked patterns in the
data.
Do a trend analysis of a
finite data set.
Develop a new statistic
for evaluating the value of a
baseball player in key
situations.
Examine the differences when using
various measures (e.g., mean, median) for calculating
grades.
Read Flatland and a set of
letters between
mathematicians explaining
why they fear publishing their findings; write
a reflective essay on the difficulty of
explaining new ideas, even
abstract ones.
Develop a mathematical resume with a
brief description of
your intellectual
strengths and weaknesses.
Self-KnowledgeDevelop a mathematical resume with a brief description of your
intellectual strengths and weaknesses.
EmpathyRead Flatland and a set of letters between mathematicians explaining why they fear publishing their findings; write a reflective essay on the difficulty of explaining new
ideas, even abstract ones.
PerspectiveExamine the differences when using various measures (e.g., mean, median) for calculating
grades.
Apply
Develop a new statistic for evaluating the value of a baseball
player in key situations.
Interpret
Do a trend analysis of a finite data set.
Explain Study a common phenomenon
(e.g., weather data). Reveal subtle and easily overlooked patterns in
the data.
Explain Interpret Apply Perspective Empathy Self-Knowledge
Describe why a particular rhetorical
technique is effective in a
speech.
“What’s wrong with Holden?” Make sense of
the main character in
Catcher in the Rye.
What makes a great book?
Make an audiotape review of a
favorite book for the school
library.
Read and discuss The Real STORY
OF THE Three Little Pigs by A.
Wolf.
Work is a soup kitchen, and write an essay on the experiences
of the homeless
after reading Charles
Dickens.
Attach s self-assessment to
each paper you write
reflecting on your writing
process.Self-Knowledge
Attach s self-assessment to each paper you write reflecting on your
writing process.
EmpathyWork is a soup kitchen, and write an
essay on the experiences of the homeless after reading Charles
Dickens.
Perspective
Read and discuss The Real STORY OF THE Three Little Pigs by A.
Wolf.
ApplyWhat makes a great book? Make an audiotape review of a favorite
book for the school library.
Interpret “What’s wrong with Holden?” Make
sense of the main character in Catcher in the Rye.
Explain
Describe why a particular rhetorical technique is effective in a speech.
Explain Interpret Apply Perspective Empathy Self-Knowledge
Explain the role of silence
in music
Represent fear and hope
in a visual collage or
dance.
Write and perform a
one-act play on a school
issue.
Critique three different
versions of the same Shake-speare play
(focus on a key scene)
Imagine you are Juliet
from Romeo and Juliet,
and consider your terrible,
final act. What are
you thinking and feeling.
Keep log of the drama
class exercises that demand the
most from you emotionally.
Self-KnowledgeKeep log of the drama class
exercises that demand the most from you emotionally.
EmpathyImagine you are Juliet from Romeo and Juliet, and consider your terrible, final act. What are you thinking and feeling.
Perspective
Critique three different versions of the same
Shakespeare play (focus on a key scene)
Apply
Write and perform a one-act play on a school issue.
Interpret
Represent fear and hope in a visual collage or dance.
Explain
Explain the role of silence in music
Explain Interpret Apply Perspective Empathy Self-Knowledge
Link everyday actions and facts to the
laws of physics,
concentrating on easily
misunderstood aspects
(e.g., mass compared to
weight).
Take readings of pond water to determine whether the
algae problem is serious.
Perform a chemical
analysis of local stream
water to monitor EPA compliance , and present
findings.
Conduct thought
experiments (e.g., Einstien’s- What would the world be like if I were traveling on a beam of
light?
Read and discuss pre-modern or discredited scientific
writings to identify
plausible or “logical” theories
(given the information available at the time).
Propose solutions to an
ineffective cooperative
learning activity based on what didn’t work in your
group.
Self-KnowledgePropose solutions to an ineffective
cooperative learning activity based on what didn’t work in your group.
EmpathyRead and discuss pre-modern or discredited
scientific writings to identify plausible or “logical” theories (given the information available at the
time).
PerspectiveConduct thought experiments (e.g., Einstien’s-
What would the world be like if I were traveling on a beam of light?
ApplyPerform a chemical analysis of local stream
water to monitor EPA compliance , and present findings.
Interpret Take readings of pond water to determine
whether the algae problem is serious.
Explain Link everyday actions and facts to the laws of
physics, concentrating on easily misunderstood aspects (e.g., mass compared to weight).
U.S. History
Examples of possible performances
Understanding
performance
generalizationPerformance verbPerformance verb
history unit on the 1960’shistory unit on the 1960’s
Explain how U.S involvement in the Vietnam War caused some people to lose faith in their government.Argue for or against the view that the antiwar movement was sparked by the Civil Rights movement.Apply your understanding of the era in a role-play recreation of the
Kerner Commission report on violence
Explain how U.S involvement in the Vietnam War caused some people to lose faith in their government.Argue for or against the view that the antiwar movement was sparked by the Civil Rights movement.Apply your understanding of the era in a role-play recreation of the
Kerner Commission report on violence
Consider the following verbs when planning possible
ways in which students may demonstrate their
understanding.
explaindemonstrate
derivedescribedesignexhibitexpressinduceinstructjustifymodelpredictproveshow
synthesizeteach
interpretanalogies (create)
critiquedocumentevaluateillustrate
judgemake meaning of
make sense of metaphors (provide)
read between the linesrepresent
tell a story oftranslate
applyadapt build
createde-bugdecidedesignexhibitinvent
performproducepropose
solvetest use
perspectiveanalyzeargue
comparecontrastcriticize
infer
empathyassume role of
believebe like
be open toconsiderimaginerelate
role-play
self-knowledgebe aware of
realizerecognize
reflectself-assess
Stage 1 Stage 2If the desired result is or If the desired result is or learners to …learners to …
Then, you need evidence of Then, you need evidence of the student’s ability to …the student’s ability to …
So, the assessments need So, the assessments need to include some things to include some things like…like…
Understand that:Understand that:•Valid assessment matches the achievement targets with the evidence.
•Effective assessment promotes learning, as well as measures it.
•Explain …Explain … any of the desired understandings.
•Interpret…Interpret… the meaning of results from different assessment measures
•Plan a presentation for beginning teachers to explain the rationale for using a balance of assessment formats when gathering evidence of learning.
Stage 1 Stage 2If the desired result is or If the desired result is or learners to …learners to …
Then, you need evidence Then, you need evidence of the student’s ability to …of the student’s ability to …
So, the assessments need So, the assessments need to include some things to include some things like…like…
Understand that:Understand that:•Assessment of understanding require students to apply and explain, not simply recall.
•Clear criteria and “anchors” enhance scoring reliability.
And thoughtfully consider And thoughtfully consider the questions…the questions…•What is valid assessment?•Are we appropriately assessing everything we value?
•Apply by …Apply by … designing a valid assessment for specific achievement targets.
See from the points of See from the points of view of …view of … different users of assessment information.
•Develop a summary statement to synthesize the results from different assessments. Then, suggest specific improvement actions suggested by the results.
•Design an authentic performance assessment task and rubric to judge the degree of understanding of a Big Idea or process.
Stage 1 Stage 2If the desired result is or If the desired result is or learners to …learners to …
Then, you need evidence Then, you need evidence of the student’s ability to …of the student’s ability to …
So, the assessments need So, the assessments need to include some things to include some things like…like…
And thoughtfully consider And thoughtfully consider the questions…the questions…•What evidence will show that students really understand?
•How can we make our judgments more reliable?
•Empathize with …Empathize with … a student being assessed.
•Overcome the naïve or Overcome the naïve or biased idea that…biased idea that… everything that is assessed must be graded.
•Reflect on …Reflect on … your own experiences, attitudes, and biases regarding assessment.
•Express the view of a policy maker (e.g., legislator, board member) regarding the use of standardized tests to evaluate school performance.
•Write a simulated journal entry as a student who understands the material but is not a good traditional test taker.
Stage 1 Stage 2If the desired result is or If the desired result is or learners to …learners to …
Then, you need evidence Then, you need evidence of the student’s ability to …of the student’s ability to …
So, the assessments need So, the assessments need to include some things to include some things like…like…•Identify any biases that you have regarding various types of assessment (e.g., multiple choice, essay, projects, standardized tests), and reflect on if and how these have influenced your work.
Use the six facets of understanding to generate possible ways in which students might reveal understanding.
ElectriciElectricityty
Explanation
Self-Knowledge
Inte
rpre
tatio
n
Empathy
Application
Perspectiv
e
•Interpret a schematic diagram and predict the outcome
•Describe an electron’s experience as it passes through a simple current.
•Give a pre-test and a post-test to assess common misconceptions (e.g., force-concept inventory) and have students reflect on their deepening understanding.
•Why does the United States use AC instead of DC current? (historical perspective) •What are the strengths of each type?
•Design an electrical circuit to accomplish a specific task.•Troubleshoot a faulty electrical circuit.
•Explain to the class how a battery causes a light bulb to glow.