understanding by design an overview
TRANSCRIPT
An overview
Understanding by Design (UbD)
Framework for Teaching, The Danielson Group, 2011 Framework for 21st Century Learning, Partnership for 21st Century Skills, http://p21.org
Framework for Teaching, The Danielson Group, 2011 Framework for 21st Century Learning, Partnership for 21st Century Skills, http://p21.org
Today’s Outcomes
Our Essential Question:
• What does it mean to understand?
Today’s Outcomes:• We will develop an understanding of the core principles
of Understanding by Design
NAEP 8th-grade test item, constructed response
How many buses does the army need to transport 1,128 soldiers if each bus holds 36 soldiers?
Answer from 30% :
“31, remainder 12”
What is“understanding”?
• Explaining or showing why and how (e.g. show your work, say why it works, defend your view, make connections on your own, etc.)
• Insightful use of knowledge and skill, observable in performance
• Drawing key inferences and constructing meaning independently.
• Essential for recall and transfer of “content” to new situations
What is“understanding”?
Applying what you have learned to a new situation (e.g. use it, adapt it, teach it, solve new problems, etc.). Transfer is key.
• The teacher’s role is to make transfer likely through good design, facilitation, and feedback.
You’ve got to go below the surface...
to uncover the really ‘big ideas.’
• Effective “backward” planning to achieve long-term desired results
• It is not about “coverage” or an “activity”
• It is only “coverage” or “nice activity” unless there is focused questions and big ideas related to the standards
UbD is a Planning Framework
Way to purposefully think about planning
• Develops deep understanding and makes meaning of “Big Ideas”
• Effective people are goal oriented and plan with a goal in mind.-Stephen Covey
• As effective teachers, we need to plan with a goal in mind, not just to get through the curriculum
We need the true understanding of the content and skills we teach
UBD is a Planning Framework
3 Stages of “Backward” Design
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences and instruction
Discrete Content Curriculum
Without checking for alignment
Without checking for alignment
Identify Content
Brainstorm Activities
& Methods
Come up with an
assessment
Backward Design Curriculum
Checking for alignment
Checking for alignment
Identify desired
results
Determine Acceptable
Evidence
Plan learning experiences & instruction
UbD Addresses:
Student lack of transfer ability
Lessons that lack long-term purpose (and alignment to the standards)
Aimless activities and worksheets
Needlessly low-level and unengaging work
Over-reliance on textbook: the textbook is a resource, not the syllabus
