Transcript The big ideas of UbD

The big ideas of UbD
UbD big idea
Why
important?
If not…
‘Backward’
Design
Plans need to be
well aligned to be
effective
Aimless activity
& coverage
Understanding:
Transfer
It is the essence of
understanding and
the point of
schooling
Students fail to apply,
poor results on tests
Understanding:
via big ideas
that’s how transfer
happens, makes
learning more
connected
Learning is fragmented,
more difficult,
less engaging
KEY: 3 Stages of
(“Backward”) Design
1. Identify desired accomplishments
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
What we typically (incorrectly)
do:
Identify content
Without checking for
alignment
Brainstorm activities & methods
Without checking for
alignment
Come up with an assessment
Stage 1 Design Questions
• What are the long-term transfer goals? In the end,
students should be able, on their own, to...(Big Ideas)
• What are the desired (enduring) understandings?
(What misunderstandings must be avoided,
overcome?)
• What are the essential questions to be continually
explored?
• What knowledge & skill should they leave with?
Stage 2 Design Questions
• What evidence for assessment (of skills and
knowledge) is required by our Stage 1 goals?
• What performances are indicative of
understanding - transfer of learning and
understanding of content via big ideas?
• What other evidence is required by the goals?
• What scoring rubrics/criteria/indicators will be used
to assess student work against the goals?
Stage 2: Assessment
• The analytic challenge is to identify the ULTIMATE
tasks embodying the Standard - reflecting the kind of
accomplishment the Standard envisions - and other
long-term goals
– What real-world important tasks epitomize the Standard?
– What projects should a student who has met the Standard be
able to do well?
– What challenges in the world should students be prepared to
handle and accomplish?
Stage 3 - design Qs
If those are the desired STAGE 1 goals and STAGE 2 performance tasks . . .
• What do students need to acquire?
• What inquiries and meaning making must they actively be made to engage
in?
• What transfer must they practice and get feedback on?
• What formative assessments are essential for feedback, adjustment,
meeting goals?
• What sequence is optimal for engagement and success?
• How will the work be differentiated - without sacrificing goals - to optimize
success of all?
WHERETO
• Guidelines for Stage 3 learning design
– Where is the work headed (learning goals, relevance)?
– Hook and hold the learner (inquiry, research, problem solving,
experimentation)
– Equip with key learning & experience (experiential and inductive learning,
direct instruction, homework and other)
– Rethink and revise thinking/work (rehearse, refine)
– Evaluate your progress (self-reflection, feedback)
– Tailored to personal need, interest, profile (differentiation)
– Organized for optimal learning (sequencing)
Stage 3 Design
• Determine what needs to be uncovered
vs. covered
• Test design against WHERETO
• How will students demonstrate learning
and understanding? (6 Facets or
Bloom’s)
• Diagnostic and formative assessments—
preassessment (summative is Stage 2)
Unit Design Cycles
In-class
observations
Analysis of
formative
student work
Adjust, as
needed
Student
feedback what works,
what doesn’t
DESIGN, based on:
• Goals/Standards
• Performance gaps
Pre-assess, tweak
Teach it
with revisions,
as needed
Analysis of
summative
student work
Draft:
• Stage 1
• Stage 2
• Stage 3
Design it
Unit self-assessed against
UbD design standards
Peer and/or
Expert review
Misconception Alert
!
•No one expects such “recipes” and
“cooking” every day
The aim is “gourmet” unit design work smarter, not harder: keep adding each
year to a database of units:
Next Steps . . .
• Refer to the handouts (UbD Stages in a Nutshell, stage
checklists, Observable Indicators of Teaching for
Understanding, UbD Roadmap)
• Use the wikispace (school homepage then click on UbD)
• Try using essential questions next week
• Design (a) model unit(s) individually or as grade level
teams within a subject area
Next cont’d . . .
• Peer review those units informally or formally
• Consult with the UbD trainers
• Pilot those units
• Use the unit to provide data for your data team
• Request follow up work/consultation time individually, as
grade level, cross school grade level/subject area