Transcript WHAT IS UbD? - University of Santo Tomas

UBD K to 12 OBTL
An Interface
WHAT IS UbD?
1. UbD is a way of thinking purposefully about
curricular planning and school reform, a set
of helpful design tools, and design standards
– not a program or recipe.
2. The end goal of UbD is understanding and
the ability to transfer learning – to appropriately
connect, make sense of, and use discrete
knowledge and skills in context.
3. Evidence of understanding is revealed
through performance.
4. Educators are coaches of understanding,
not mere purveyors of content or activity.
5. Planning is best done “backward” from the
desired results and the transfer tasks that
embody the goals.
6. UbD transforms Content Standards and
other goals into focused learning targets
based on “big ideas” and transfer tasks.
7. UbD reflects a “continous improvement”
approach to design and learning. The results
of our curriculum designs (e.g., assessment
results, quality of student work, degree of
learner engagement) may lead to needed
adjustments.
Stage 1 Identifying Desired Results
Established
Goals
Enduring
G
TG
Transfer Goals
U
Big Ideas
Understandings
Essential
Questions
Q
Six Facets of
Understanding
Knowledge
and Skills
K
S
Stage 2 Determining Acceptable
Assessment Evidence
T
Performance
Tasks
“Think Like
an Assessor”
Other
Evidence
OE
Six Facets of
Understanding
SA
R
Rubrics
GRASPS
SelfAssessment
Stage 3 Planning of Learning
Experiences and Instruction
L
Learning Plan
Six Facets of
Understanding
Engaging
and
Effective
Activities
STAGE 1 – DESIRED RESULTS
ESTABLISHED
GOALS
TRANSFER
Students will be able to independently use their learning to…
MEANING
UNDERSTANDINGS
Students will understand that…
ESSENTIAL QUESTIONS
Students will keep considering…
ACQUISITION
Students will know…
Students will be skilled at…
STAGE 2 – EVIDENCE
EVALUATIVE
CRITERIA
ASSESSMENT EVIDENCE
PERFORMANCE TASK(S)
OTHER EVIDENCE
STAGE 3 – LEARNING PLAN
Pre-Assessment
LEARNING EVENTS
Progress
Monitoring
Content Standards as Benchmarks of
Knowledge and Skills
 The content standards define what students are
expected to know (knowledge: facts and information),
what they should be able to do (process or skills) with
what they know, and the meanings or understandings
that they construct or make as they process the facts
and information.
 Thus, the content standards answer the question;
“What do students want to know, be able to do, and
understand?”
Performance Standards as
Benchmarks of Transfer of Learning
 The performance standards define the expected
proficiency level which is expressed in two ways:
 students should be able to use their learning
or understanding in real-life situations; and
 they should be able to do this on their
learning in real-life situations.
The assessment shall be done at four levels and shall be
weighted as follows:
Level of Assessment
Knowledge
Process or skills
Understanding(s)
Products/Performance
Percentage Weight
15%
25%
30%
30%
100%
Jensen dG. Mañebog
www.OurHappySchool.com
 OBTL is a student-centered learning
philosophy that focuses on empirically
measuring student performance, which are
called outcomes as opposed to traditional
learning’s emphasis on resources or inputs.
 Like in competency-based education, it
requires students to demonstrate that they
have learned the required skills and content.
 The following are some of its strengths:
Self-evaluative
 The student’s outputs measure the students’
performance as well as the teachers’
effectiveness and the deficiency in
curriculum which would require corrective
actions.
Systematic
 It requires identification of not only what students
are supposed to learn but also how to what
standard.



What do I intend my students to be able to do
after my teaching that they couldn’t do before,
and to what standard?
How do I supply learning activities that will
help achieve those outcomes?
How do I assess them to see how well they
have achieved them?
Pragmatic
 It focuses not on how well students have received
knowledge, but how they can use it in
academically and professionally appropriate ways,
such as solving problems, designing experiments,
or communicating with clients.
Organized
 There are clearly defined outcomes.
 It is concerned with curriculum design and ensuring
that the contents, delivery, activities, and assessments
are all aligned to help facilitate students to attain
specific intended learning outcomes.
Holistic
 It requires educators to
a) identify the outcome of teaching—the Intended learning
Outcome (ILO) or what the learner is supposed to be able
to do and at what standard;
b) devise Teaching and Learning Activities (TLAs) that
require students to apply, invent, generate new ideas,
diagnose and solve problems, etc.;
c) formulate Assessment tasks (ATs) that tell how students
can use knowledge in academically and professionally
appropriate ways, such as solving problems, designing
experiments, or communicating with clients.
Student-centered and promotes
competencies
 It emphasizes the recognition of students’ positive
achievements and comparing their current output to
their own prior performance which help the students
keep track of their progress and to know if such field is
suited to them.
Prof. Tony Hung
Language Centre
UGC & OBTL – what’s the connection?
 The UGC’s goal in promoting outcome-based approaches
is simple and straightforward- improvement and
enhancement in student learning and teaching
quality.
 A central aspect of this is the alignment of learning
outcomes, learning outcomes, teaching and learning
processes, and assessment. Examining this alignment
has been an evolving but important feature of previous
UGC initiatives (TLQPR) and will continue to be a focus of
quality assurance for UGC.
(from UGC memo to universities)
The ‘spirit’ of OBTL
In teaching, what ultimately matters is not what is
taught, but what is learned;
2. Therefore, teachers would do well to set their course
objectives in terms of learning outcomes;
3. What we teach and how we teach, and how we
assess, ought to be aligned with the intended
learning outcomes, such that they are fully
integrated and consistent with each other;
4. The quality of teaching is judged by the quality of
learning that takes place.
1.
The ‘logic’ of OBTL
 ‘The logic is stunningly obvious:
Say what
you want students to be able do, teach them
to do it and then see if they can, in fact, do
it’.
[J. Biggs & C. Tang, Teaching for Quality learning at
University, 3rd Ed, p. 177. Open University, 2007.]
Aligning teaching & assessment with
learning outcomes: an example
LANG2220: ‘English through Current Events’
 AIMS: The course aims at helping students improve
their English proficiency - - in all the four skills of
reading, writing, listening and speaking – by keeping
abreast of current events as reported in the mass media
(including newspapers, magazines, TV, radio and the
Internet), and in the process broadening their
knowledge and interest in current events in the world.
INTENDED LEARNING OUTCOMES
At the end of the course, students should be able to:
1. Use English effectively in speaking and writing about
current events;
2. Understand spoken and written news reports in
English accurately;
3. Analyse and discuss news reports and commentaries
critically and in an informed manner;
4. Develop a broad acquaintance with current events
and issues (both local and international) in various
spheres (political, economic, social, cultural, moral,
educational, etc.)
5. Develop a personal and rational point of view on
current events and issues
Teaching & Learning Activities
 Students will get extensive opportunities to read and
listen to, as well as discuss and write about, current
events both local and worldwide (as reported in the
mass media), including not only political and
economic events but developments in education, the
arts, science and technology, society, lifestyle, sports,
etc.
 Class activities will typically take the form of:
reading and listening to reports on the latest current
events;
ii. Discussion of the reported event(s) in small groups,
followed by a general discussion;
iii. Students bringing in news items of their own choice
and reporting on them to the class, followed by a
discussion(depending on the class’ interest).
i.
 Other activities will include
individual students making a 5-minute oral
presentation on a particular current event, and giving a
personal commentary or analysis of it;
ii. Class debates on controversial current issues;
iii. Written essays on topics of current interest.
i.
ASSESSMENT
 Coursework: 50%
 Final Test 50%
 Coursework will consist of (i) 2 written essays on
topics of current relevance (30%); (ii) a class debate
(10%); (iii) an individual oral presentation in class on a
current event (10%).
 The final test will include a written essay, and a
reading test (on two or more news reports/analyses) to
test the students’ ability to comprehend and interpret
current events.
OBTL is a curriculum. UBD is a framework
not a curriculum.
K to 12 is a
curriculum.
• it is a student learning •It can blend with any
philosophy.
curriculum
•It focuses on learning
outcomes.
•It requires students to
demonstrate their
learning
•It is self-evaluative
•It is systematic
•It is pragmatic.
•It is organized.
•It is holistic.
•It is student-centered
and promotes
competencies
•It is based on
standards; content and
performance.
•It is a backward design.
•It focuses on
understandings and
transfer goals
•It is systematic,
pragmatic and
organized
•It is student oriented
because evidence of
understanding is
revealed through
performance.
•It focuses on learning
outcomes and learning
indicators.
Lesson: Nouns/Naming Words
Competencies/Skills
The students will know:
1. What nouns are
2. The types of nouns
3. The functions of nouns
4. How to distinguish nouns
The interface (UBD and K to 12)
At the end of the period the students
should be able to:
 Know what nouns are for in their lives
 Realize that without nouns they can have no
identity
 Function efficiently in society because they
are labeled appropriately
 Find more meaning in who and what they
are
Lesson: Food Groups
competencies/Skills
The students will know:
1. The three food groups
2. How to classify food samples
3. Prepare a healthy diet
The interface (UBD and K to 12)
At the end of the period the students
should be able to:
1. Classify food samples correctly to
promote healthy living
2. Prepare healthy diets to prolong life
3. Realize that even a healthy diet is not for
everyone
Competencies/ Skills
The students will know:
1.
How to tell time
2.
How to identify the parts of a clock
3.
How to describe the function/s of the parts of a
clock
The Interface (UBD and K to 12)
At the end of the period the students should be
able to:
1.
Tell time so that they can manage their lives
efficiently and competently
2.
Realize that events in life are based on
proper time management