Transcript Document 7397115

Achievement by Design
(AbD)
with
Highlights of the work of
Grant Wiggins and Jay McTighe
What is AbD?
Backward Design Planning:
o Designing lessons with the end in mind
(unit begins at the end)
o Teaching for lasting/enduring and
transferable understandings
o Requiring students to apply and
demonstrate their learning
Why AbD important?
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The teacher’s job is to “uncover” the big ideas
contained in content standards and to ensure they
are understood, not to provide merely fun
activities or cover a textbook or cover a
textbook’s content.
–
Wiggins, Grant & McTighe, Jay (1998)Understanding by Design
3 Stages of
Backward Design Planning Process
1.
2.
3.
Identify desired results
Determine acceptable evidence (assessment)
Plan learning experiences and instruction
Stage I: IDENTIFY DESIRED RESULTS
Goals: focus on Big Ideas
 Enduring Understandings
 Essential Questions
 Key Knowledge and Skills
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Stage I: IDENTIFY DESIRED RESULTS
 Goals:
focus on
big ideas
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Enduring Understandings
Essential Questions
Key Knowledge and Skills
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Standards: National/ State
District Curriculum
GLE’s
Develop theme
Goals – Connect to and
meaningful to the individual facts
and skills taught
Stage I: IDENTIFY DESIRED RESULTS
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Goals
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Enduring
Understandings
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Essential Questions
Key Knowledge and
Skills
Enduring Understandings
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Can Explain: provides thorough
facts and data in their own words
Can Interpret: translates to provide
meaning
Can Apply: transfers the skill in
new situations
Have Perspective: have critical
and insightful points of view
Can Empathize: ability to “walk in
another’s shoes”
Have Self-knowledge: aware of
biases and what he does and does
not understand
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Wiggins, Grant & McTighe, Jay (1998)Understanding by Design
Knowledge vs. Understanding
Knowledge
 The facts
 A body of coherent facts
 Verifiable claims
 Right or wrong
 I know something to be true
 I respond on cue with what I
know
Understanding
 Meaning of the facts
 The “theory” that provides
coherence and meaning to
those facts
 Fallible, in-process theories
 A matter of degree or
sophistication
 I understand why it is, what
makes it knowledge
 I judge when to and when not to
use what I know
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Wiggins, Grant & McTighe, Jay (1998)Understanding by Design
Stage I: Identify Desired Results
Goals
Enduring
Understandings
What makes a question
essential?
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Essential
Questions
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Key Knowledge and
Skills
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Thought provoking
Open-ended
Doorway through which learners explore key
concepts, themes, theories, issues, etc.
Draws upon prior knowledge
Engages students in dialogue and debates
Leads to other essential questions posed by
students/ fosters inquiry
Leads to understandings
Leads to transfer of knowledge
Goes to heart of things – the essence
Examples of essential and
nonessential questions
Essential Questions
 Who “wins” and who
“loses” when
technologies change?
 What distinguishes
fluent foreigners from
native speakers?
Nonessential Questions
 How many minutes are in
an hour?
 What is foreshadowing?
Can you find an example
in the story?
Stage I: Identify Desired Results
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Goals
Enduring Understandings
Essential Questions
Key Knowledge
and Skills
Ask
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What students will
know
What students will be
able to do
Backward Design Part II
Determine Acceptable
Evidence
Types of Acceptable Evidence:
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Performance task
Constructed response
Test and quizzes
Anecdotal
Self-assessment & goal setting
Student work samples
Observations (Informal or on smart board)
Performance Task:
State Standards from DESE
 Finding online sources
 Computer skills
 Integrating technology
Assessment Types
Traditional quizzes and tests
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paper/pencil
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selected-response
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constructed response
Performance tasks & projects
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open-ended
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complex
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authentic
Worth being
familiar with
Important to
know & do
Big ideas
worth
understanding
Grant Wiggins
& Jay McTighe
Constructed Response:
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Students answer worksheet type questions
as they would on standardized tests
Tests and Quizzes:
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To check for knowledge and learning
Anecdotal:
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Rephrasing questioning to clarify any
mislearning or misconcepts
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Why isn’t the book on the shelf?
It could be on the shelving cart, new book
display, or on hold for someone.
Self-assessment & Goal Setting:
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Exit cards – do they know and understand
PANDA?
Ask when will they use PANDA.
Can they transfer the knowledge of PANDA
to using the public library online catalog or
Amazon.com?
Evidence:
Evidence should be:
 Valid
 Reliable
 Fair
 Sufficient
 Authentic
Two Ways to Think About
Assessment
Like an assessor
 Like an activity
designer
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Thinking Like an Assessor
When thinking like an assessor, we ask:
 What would be sufficient and revealing
evidence of understanding?
 Against what criteria will we consider work
and assess levels of quality?
 Did the assessments reveal those who really
understand from those who only seem to?
Like an Activity Designer:
When thinking like an activity designer, we ask:
 What would be fun and interesting activities
on this topic?
 What tests should I give based on the
content I taught?
 How will I give a grade?
Self Assess Your Assessment
How likely is it that a student could do well by:
 Making clever guesses
 Plugging in what was learned with accurate recall but
limited understanding
 Producing nice products, but with limited understanding
 Failing to meet the goals/objectives despite having a
deep understanding
Two Important Questions
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Could the performance be accomplished or
the test passed without in-depth
understanding?
Could the specific performance be poor, but
the student still understands the ideas in
question?
Goal: Answer “NO” to both!
Achievement by Design
STAGE 3
Plan learning
experiences and
instruction
Design lessons--a guide
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W-Where are we headed and Why?
H-How will we Hook the student?
E-Experiences students will have; key ideas for them
to Explore in interesting ways.
R-Reflect, Rethink, Revise, Refine
E-Exhibit work and self-Evaluate
T-Tailor to learning styles
O-Organize –sequence for engagement and
effectiveness
The Key!
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and
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Stand and Share
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What makes a lesson effective and
engaging?
Effective and engaging on-line catalog
demo using SMARTBoard
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Utilize PANDA to Explore the Library and to
locate and identify information sources
Students take turns using markers to identify
number of hits, title, author, status, and call
number
ACHIEVEMENT BY DESIGN
RESOURCES
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http://www.authenticeducation.org/bigideas/ (Big Ideas a monthly online newsletter as
shared by Grant Wiggins.)
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esd.mb.ca/static/docs/ubd_overview.ppt - Understanding by Design power point
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http://tinyurl.com/21zxx8 . Understanding by Design power point.
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http://tinyurl.com/37emzh . Understanding by Design power point from Lee Summit.
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Achievement By Design (website for cooperative of three area school districts including:
Maplewood Richmond Heights, Bayless and Parkway.
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ACHIEVEMENT BY DESIGN RESOURCES (social studies curriculum was developed
using the understanding by design philosophy)
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Wiggins, Grant and McTighe, Jay. Understanding by Design. ASCD, 2003.
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Wiggins, Grant and McTighe, Jay. Understanding by Design Professional Development
Workbook. ASCD., 2004.
http://en.wikipedia.org/wiki/Image:Cheshire_Cat_Tenniel.jpg
Alice, speaking to Cheshire Cat:
“Would you tell me, please, which way I ought to go from here?”
“That depends a good deal on where you want to get to,” said the Cat.
“I don’t much care where,” said Alice
“Then it doesn’t matter which way you go,” said the Cat.
“____so long as I get somewhere,” Alice added as an explanation.
“Oh, you’re sure to do that, “ said the Cat, “if you only walk long enough.” Lewis
Carroll, Alice’s Adventures in Wonderland, 1865
Life can only be understood backwards; but it must be lived forwards.
Soren Kierkegaard, Journals, 1843
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Finalize with assessment….match questions and answers
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Do we have an enduring (although basic) understanding of Achievement by
Design?