Using Understanding by Design to Implement Common Core Standards

What makes curriculum effective?

How does UbD reflect effective curriculum for all students?

How do we know when a student really understands?

What contributes to a powerful learning experience?

THE EQS FOR THIS PRESENATATION

Now Showing: UbD Stage 1

DESIRED RESULTS

• What is worthy and requires understanding?

CONSIDERATIONS• Common Core

Standards• State and District

Frameworks• Scope and

Sequence• Teacher Expertise• Teacher/Student

Interest

CRITERIA

Enduring Ideas

Opportunities For Authentic,Discipline-Based Work

Uncoverage

Engaging

Worth being familiar with

Important to know and do

UNDERSTANDING ESSENTIAL QUESTIONS

“Enduring” Understandin

g

•Represent a big idea having enduring value beyond the classroom.•Reside at the heart of the discipline.•Require uncoverage.•Offer potential for engaging students.

Definition ofdistributive property

How to group

& regroup

Equivalence, and being able to

simplify, to solve real problems,

using the idea

ESTABLISHING PRIORITIES MATHEMATICS

big idea &core task

foundational skill

nice to know

Author of “The Emperor’s New Clothes”

How to ask

questions of a text Authors rarely

say what they mean

andAnalyzing a tricky

texton one’s own

ESTABLISING PRIORITIES LITERACY

big idea &core task

important skill

Nice to know

Tips For Using Essential Questions

O Organize programs, courses, units of study, and lessons around the questions. Make the content the answers to the questions.

O Use a reasonable number of questions per unit (between two and five). Make less be more.

O Edit the questions to make them as engaging and provocative as possible for the particular age group.

O Sequence the questions so they lead naturally from one to another.when is law unjust?

is biology destiny?

must a story have a

beginning, middle, and end?

what do we fear?