UbD - Bridging the Gap

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  • UNDERSTANDING BY DESIGN

    Bridging the Gap Between

    Curriculum and Authentic Learning

  • TRAINING NORMS Take care of your personal needs

    Participate actively

    Be mindful of time limits

    Monitor personal use of technology

    Be respectful of learning and the learner

  • TRAINING OBJECTIVES: BEGINNING WITH THE

    END IN MINDWe will:

    explore the curriculum design process utilizing UbD and

    Backward Design

    write essential questions

    develop an action plan using Backward Design

    discuss strategies for implementation

    explore the role of technology and curriculum

    review effective instruction

  • INTRODUCE YOURSELF

    On the Padlet, introduce yourself by sharing your name, content, grade level and school.

    Take a selfie and include 1word that describes your view of curriculum.

    Be prepared to share why you chose this word.

    http://padlet.com/achapman/UbDIntros

    http://padlet.com/achapman/UbDIntros

  • GETTING STARTED

  • LEARNING GIVES CREATIVITY, CREATIVITY LEADS TO THINKING,

    THINKING PROVIDES KNOWLEDGE,

    KNOWLEDGE MAKES YOU GREAT.

    !

    A.P.J. ABDUL KALAM

    https://www.goodreads.com/author/show/986042.A_P_J_Abdul_Kalam

  • WHY UNDERSTANDING BY DESIGN?

    Understanding by Design represents a way of thinking about the design of curriculum, instruction, and assessment and pulls together many ideas and processes that have been tested both through research and classroom use. Used independently, these ideas and processes are valuable. Used within the conceptual framework of Understanding by Design, these ideas and processes can result in a way of thinking about curriculum, instruction, and assessment that can give rise to powerful learning experiences that result in deeper understandings of facts, concepts, generalizations and principles.

    (McTighe & Wiggins, 2005)

  • BIG IDEAS OF UBD Backward Design: Plans need to be aligned to be

    effective

    Understanding vs Big Idea: Create a transfer of the learning to make it stick; students should be able to apply the learning

    Meaningful learning: Make it relevant to engage and excite the learner; differentiated

  • A CLOSER LOOK AT BACKWARD DESIGN

    Why is it called Backward Design?

    What are the basic steps to the

    backward design planning process?

    How can I design an assessment

    before I teach a unit?

  • WHAT IS BACKWARD DESIGN Backward design focuses thinking on the desired results

    of instruction, rather than beginning the planning process with activities, materials, or textbook content. What the learner should know, understand, and be able to do as a result of instruction serves as the focal point for the planning of curriculum, instruction, and assessment.

    By starting with assessments, we can focus on alignment of our goals and means, and help ensure teaching is focused on the desired results.

    (Wiggins & McTighe 2005)

    (SSCED Tool Kit)

  • Stage1: Identify Desired Results

    Stage 2: Determine Acceptable Evidence

    Stage 3: Plan Learning Experiences and Instruction

    THE BACKWARD DESIGN APPROACH CONSISTS OF THREE GENERAL

    STAGES:

  • STAGES OF BACKWARD DESIGN

    (McTighe & Wiggins, 2004)

  • To what extent does the design focus on the big ideas of targeted content?

    STAGE1: IDENTIFY DESIRED RESULTS

    (Wiggins & McTighe, 2005)

  • STAGE1: IDENTIFY DESIRED RESULTS

    WORTH BEING FAMILIAR WITH

    IMPORTANT TO KNOW AND DO

    ENDURING UNDERSTANDING

    KNOWLEDGE THAT IS WORTH BEING FAMILIAR

    WITH

    KNOWLEDGE AND SKILLS THAT ARE IMPORTANT TO

    KNOW AND DO

    UNDERSTANDINGS THAT ARE ENDURING

  • STAGE1: IDENTIFY DESIRED RESULTS

    What long-term transfer goals are targeted?

    What meanings should students make?

    What essential questions will students explore?

    What knowledge & skill will students acquire?

    (Wiggins & McTighe, 2005, pp. 105-125)

  • STAGE1: DEVELOPING ESSENTIAL QUESTIONS

    An essential question is: is open ended; has no simple right answer.

    is meant to be investigated, argued, looked at from different points of view.

    encourages active meaning making by the learner about important ideas.

    raises other important questions.

    naturally arises in everyday life, and/or in doing the subject.

    constantly and appropriately recurs; it can fruitfully be asked and re-asked over time.

    (McTighe & Wiggins, 2013)

  • Essential Questions Not Essential Questions

    How do the arts shape, as well as reflect, a culture?

    What common artistic symbols were used by the Incas and the Mayans?

    What do effective problem solvers do when they get stuck?

    What steps did you follow to get your answer?

    How strong is the scientific evidence?

    What is a variable in scientific investigations?

    Is there ever a "just" war? What key event sparked World War I?

    How can I sound more like a native speaker?

    What are common Spanish colloquialisms?

    Who is a true friend? Who is Maggie's best friend in the story?

    WHAT MAKES A QUESTION ESSENTIAL?

    (McTighe & Wiggins, 2013)

  • Question Is it Essential?

    1. In what year was the Battle of Hastings fought? Yes/No

    2. How do effective writers hook and hold their readers?

    Yes/No

    3. Is biology destiny? Yes/No

    4. Onomatopoeiawhat's up with that? Yes/No

    5. What are examples of animals adapting to their environment?

    Yes/No

    6. What are the limits of arithmetic? Yes/No

    IS IT ESSENTIAL?

    (McTighe & Wiggins, 2004, p. 4)

  • Question Is the question

    essential?

    Commentary

    1. In what year was the Battle of Hastings fought?

    No This is a factual question with a single correct answer.

    2. How do effective writers hook and hold their readers?

    Yes This is a rich question for exploring the many facets of effective writing, including different genres, audience/purpose connections, writer's voice, and organizational structures.

    3. Is biology destiny?

    Yes This is intended to be a thought-provoking, open question with many nuances (so don't be fooled by the phrasing).

    4. Onomatopoeiawhat's up with that?

    No Although the format of the question may wake up a sleepy student, it doesn't really open up worthy inquiry. At best, it can lead to a definition of a new term.

    5. What are examples of animals adapting to their environment?

    No This is a useful question for helping students understand the concept of adaptation in various manifestations; however, there are specific answers that could be found in a book.

    6. What are the limits of arithmetic?

    Yes This is an open question, widely applicable across mathematical topics across the grades; the question helps students come to understand an abstract yet important idea: mathematics involves tools and methods that have both strengths and limitations.

    (McTighe & Wiggins, 2004, p. 15)

    ANSWERS

  • YOUR TURN

    With your content team, develop 5 essential questions pertaining to

    established goals or selected TEKS.

  • YOUR TURNDo your questions meet the following criteria?

    Essential Questions are:

    Asked to stimulate ongoing thinking and inquiry

    Raise more questions

    Spark discussion and debate

    Asked and re-asked throughout the unit

    Demand justification and support

    "Answers" may change as understanding deepens

    (McTighe & Wiggins, 2004)

  • BREAK FOR 10 MINUTES

  • SHARE OUTHow is developing essential questions different from writing leading questions?

    I was surprised

    I found that

    I realized that

    I learned...

  • To what extent do the assessments provide fair, valid, reliable and sufficient

    measures of the desired results?

    STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

    (McTighe & Wiggins, 2005, p. 146)

  • LETS DISCUSS What are the purposes of assessment?

    What are ways to assess?

    How do we decide if an assessment is

    aligned with the curriculum?Post your group responses on this

    collaborative google doc. Please feel free to comment on other groups responses

    !

    http://tinyurl.com/pumldl6

    http://tinyurl.com/pumldl6

  • What performances and products will reveal evidence of meaning-making and transfer?

    What additional evidence will be collected for other desired results?

    STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

    (McTighe & Wiggins, 2005, p. 146)

  • What activities, experiences, and lessons will lead to achievement of the desired results and success at the assessments?

    How will the learning plan help students of Acquisition, Meaning Making, and Transfer?

    How will the unit be sequenced and differentiated to optimize achievement for all learners?

    STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

    (McTighe & Wiggins, 2005, pp. 197-222)

  • WHERETOAcronym for considering and self-assessing the key elements

    and logic of a learning plan:

    (McTighe & Wiggins, 2005)

  • Where: ensuring that the student sees the big picture

    WHERETO

  • !

    Hook: engaging the student in thought-provoking experiences, challenges and

    questions at the heart of the unit

    WHERETO

  • !

    Equip & Experience: providing the student with the tools, resources, skill, and

    information needed to achieve the desired understandings; and successfully accomplish

    the performance tasks

    WHERETO

  • Rethink: enhance understanding by shifting perspective, considering different theories, challenging prior assumptions, introducing

    new evidence and ideas, etc.

    WHERETO

  • Evaluate: ensuring that students get diagnostic and formative feedback, and

    opportunities to self-assess and self-adjust

    WHERETO

  • !

    Tailor: Personalize the learning through differentiated instruction,

    assignments and assessments without sacrificing validity or rigor

    WHERETO

  • Organize: Sequence the work to suit the understanding goals

    WHERETO

  • TIME TO PUT TOGETHER THE PIECES

    Developing an Action Plan using Backwards Design

  • (McTighe & Wiggins, 2004)

  • CONTENT TEAM WORK TIME

  • REFLECTION

    How is this different from how you currently design? What did you discover by

    designing in this way?

    Post your Backward Design reflection on Todays Meet: https://todaysmeet.com/

    BackwardsDesignReflection

    https://todaysmeet.com/BackwardsDesignReflection

  • BREAK FOR 10 MINUTES

  • 6 FACETS OF UNDERSTANDING

    Can Explain

    Can Interpret

    Can Apply

    Has Perspective

    Can Empathize

    Has Self-Knowledge

    (McTighe & Wiggins, 2004, p. 23)

  • OLD VS. NEW BLOOMS TAXONOMY OF COGNITIVE DOMAIN

    - Knowledge vs Remembering

    - Comprehension vs Understanding

    - Application vs Applying

    - Analysis vs Analyzing

    - Synthesis vs Evaluating

    - Evaluation vs Creating(Robinson, 2009, pp. 25-27)

  • HOW DO STUDENTS LEARN BEST?

  • MAKING LEARNING MEANINGFUL

  • WHY TECHNOLOGY?

    Enhancement

    Transformational

  • OUR LEARNERS NEED A THINKING CURRICULUM THAT IS RELEVANT TO

    THEMThe illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. - Alvin Toffler

    Competition - with themselves

    Cooperation - with others

    Collaboration - learning is social

  • TECHNOLOGY AS A TOOL FOR DIFFERENTIATION

    Teachers, students, and districts benefit by working smarter and using technology and other vehicles to collaboratively

    design, share, and critique units of study.

    (Tomlinson & McTighe, 2006, p. 11)

  • THE TRUTH ABOUT TECHNOLOGY IN THE CLASSROOM

    Technology enables them to reinforce and expand on content (74%),

    to motivate students to learn (74%),

    and to respond to a variety of learning styles (73%).

    Seven in 10 teachers (69%) surveyed said educational technology allows them to do much more than ever before for their students.

    (PBS, 2013)

  • REFLECTION What role does technology play in the

    development of a viable and relevant curriculum?

    Why should we be intentional in planning for learning with and through technology?

    How does this fit in the backward design process?

    TWEET your reflection to #UbDwithTECH

  • THE LEARNING ENVIRONMENT

  • MAKING IT TRANSLATE: EFFECTIVE INSTRUCTIONAL SKILLS

    The teacher in the classroom makes the difference.

    Teacher behaviors have a direct link to student achievement

    Classroom instruction and climate have nearly as much impact on learning as student aptitude.

    (Marzano, 2009)

  • EFFECTIVE INSTRUCTIONIn effective classrooms, teachers consistently attend to at least four elements:

    1. whom they teach (students),

    2. where they teach (learning environment),

    3. what they teach (content), and

    4. how they teach (instruction).

    If teachers lose sight of any one of the elements and cease investing effort in it, the whole fabric of their work is damaged and the quality of learning impaired.

    (McTighe & Wiggins, 2005, p. 2)

  • LONG STORY SHORT

    THE TEACHER MATTERS!!!

  • MOVING FORWARD As an effective instructional leader, you will work with

    your team to implement UbD to support student learning and achievement.

    Quality control: CCAPS, Benchmarks, Instructional Rounds, Backward Design planning process, quarterly curriculum reviews

    Support: PLCs, Instructional Walkthroughs, Feedback, Vertical Teams

  • IN CLOSING: UBD BIG IDEAS1. The primary goal of quality curriculum design is to

    develop and deepen student understanding.

    2. Evidence of student understanding is revealed when

    students apply (transfer) knowledge in authentic contexts.

    3. Effective curriculum development following the principles

    of backward design helps avoid the twin problems of textbook coverage and activity-oriented teaching in which no clear priorities and purposes are apparent.

    4. Regular reviews of curriculum and assessment designs, based on design standards, provide quality control and inform needed adjustments.

    (Tomlinson & McTighe, 2006, pp. 1-11)

  • IN CLOSING: UBD BIG IDEAS, CONT.5. Teachers provide opportunities for students to

    explore, interpret, apply, shift perspectives, empathize, and self-assess. These six facets provide conceptual lenses through which student understanding is assessed.

    6. Teachers, students, and districts benefit by working smarter and using technology and other vehicles to collaboratively design, share, and critique units of study.

    7. UbD is not a program, but a way of thinking, not a program. with the goal of promoting better student understanding. (Tomlinson & McTighe, 2006, pp. 1-11)

  • REFERENCESMarzano, R. J. (2009). Designing & teaching learning goals & objectives. Bloomington, IN: Marzano Research Laboratory.

    Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for

    increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

    McTighe, J., & Wiggins, G. P. (2013). Essential questions: opening doors to student understanding. : Association for Supervision and Curriculum Development.

    McTighe, J., & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. ASCD: Alexandria, Virginia USA.

    PBS Survey Finds Teachers Are Embracing Digital Resources to Propel Learning : PBS. (2013, February 4). RetrievedJuly23, 2014, from http://www.pbs.org/about/news/archive/2013/teacher-tech-survey/

    Robinson, C. (2009, April). Using ASQs body of knowledge to answer common questions. Journal for Quality and Participation, 25-27.

    http://www.pbs.org/about/news/archive/2013/teacher-tech-survey/

  • REFERENCES, CONT.SSCED Tool Kit. (n. d.). Understanding by design. Retrieved July 28, 2014, from https://elearn.uta.edu/bbcswebdav/pid-3191952-dt-content-rid-23931259_2/courses/2145-CURRICULUM-DESIGN-53902-011/UbD.pdf

    Tomlinson, C. A., & McTighe, J. (2006). Integrat...