Understanding By Design An Introduction

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Understanding By Design An Introduction. Developing Standards-based Curriculum. The Problem. “Even good students don’t always display a deep understanding of what is taught even when conventional tests certify success.” (Wiggins & McTighe). Stating a Concept vs. Developing a Concept. - PowerPoint PPT Presentation

Transcript of Understanding By Design An Introduction

Understanding By Design

An Introduction

Developing Standards-based

Curriculum

The Problem

“Even good students don’t always display a deep understanding of what is taught even when conventional tests certify success.”

(Wiggins & McTighe)

Stating a Concept vs. Developing a Concept

AVERAGE PERCENTAGE OF TOPICS CONTAINING CONCEPTS THAT WERE DEVELOPED OR ONLY STATED

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Percentage of Topics

Stated Developed

Seatwork Time Spent in Three Kinds of Tasks

AVERAGE PERCENTAGE OF SEATWORK TIME SPENT IN THREE KINDS OF TASKS

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Percentage of

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Practice procedure

Apply concept

Invent/ think

The Question

So, the question is: “How does your class contribute

to academic achievement in your school?”

Develop curricula that makes a difference

Curriculum is a Means to an End

Focus on a topic that matters Use methods that engage Cause deep and enduring learning

related to an important standard/topic Is it important enough to remember when

the student is 30 years old?

What is Backward Design

BD Begins with the end in mind Starting with a clear understanding of the

destination Making sure that you are moving in the

right direction Is justifiable and reliable

Unfortunately, Many Teachers:

Begin with a favored lesson, time-honored activities (or the next page in the text)

Backwards design starts with the end (the desired results).

Backwards Design

We begin BD with the following question: What would I accept as evidence that

students have attained the desired understandings/abilities?

The Backward Design Process

Identify desired results.

Stages in the Backward Design Process

Determine acceptable evidence

Plan learning experiences and instruction

STAGE ONE

Identify Desired Results

STAGE ONE: Backward Design

Key Design Questions

Design Considerations Filters (Design Criteria)

What the Final Design Accomplishes

Stage 1. What is worthy and requiring of understanding?

National standards.State standards.District standards.Regional topic opportunities.Teacher expertise and interest

Enduring ideas.Opportunities for authentic, discipline-based work.Uncoverage.Engaging.

Unit framed around enduring understandings and essential questions.

Stage 2. What is evidence of understanding?

Six facets of understanding.

Continuum of assessment types.

Valid.Reliable.Sufficient.Authentic work.Feasible.Student friendly.

Unit anchored in credible and educationally vital evidence of the desired understandings.

Stage 3. What learning experiences and teaching promote understanding, interest, and excellence?

Research-based repertoire of learning and teaching strategies.

Essential and enabling knowledge and skill.

WHEREWhere is it going?Hook the students.Explore and equip.Rethink and revise.Exhibit and evaluate.

Coherent learning experiences and teaching that will evoke and develop the desired understandings, promote interest, and make excellent performance more likely.

Establishing Curricular Priorities

“Enduring understandin

g”

Important to know and do

Worth being familiar with

_________________________________________________________

_________________________________________________________

_________________________________________________________

Determining Worthiness

Represents a big idea having enduring value beyond the classroom

Reside at the heart of the discipline (involve “doing” the subject).

“Enduring” understanding

Require uncoverage (abstract or often misunderstood ideas).

Offer potential for engaging students.

Four Filters

STAGE TWO

Determine Acceptable Evidence

STAGE TWO: Backward Design

Key Design Questions

Design Considerations Filters (Design Criteria)

What the Final Design Accomplishes

Stage 1. What is worthy and requiring of understand?

National standards.State standards.District standards.Regional topic opportunities.Teacher expertise and interest

Enduring ideas.Opportunities for authentic, discipline-based work.Uncoverage.Engaging.

Unit framed around enduring understandings and essential questions.

Stage 2. What is evidence of understanding?

Six facets of understanding.

Continuum of assessment types.

Valid.Reliable.Sufficient.Authentic work.Feasible.Student friendly.

Unit anchored in credible and educationally vital evidence of the desired understandings.

Stage 3. What learning experiences and teaching promote understanding, interest, and excellence?

Research-based repertoire of learning and teaching strategies.

Essential and enabling knowledge and skill.

WHEREWhere is it going?Hook the students.Explore and equip.Rethink and revise.Exhibit and evaluate.

Coherent learning experiences and teaching that will evoke and develop the desired understandings, promote interest, and make excellent performance more likely.

Curricular Priorities and Assessments

Assessment Types

Traditional quizzes and tests Paper/pencil

Selected-response Constructed response

Performance tasks and projects Open-ended Complex Authentic

“Enduring understandin

g”

Important to know and do

Worth being familiar with

Thinking Like an Assessor

Does not come naturally to most teachers

We unconsciously jump to the activity once we have a target

Backwards design demands that we short-circuit the natural instinct that leads most to developing the activity first

STAGE THREE

Plan LearningExperiences/Instruction

STAGE THREE: Backward Design

Key Design Questions

Design Considerations Filters (Design Criteria)

What the Final Design Accomplishes

Stage 1. What is worthy and requiring of understand?

National standards.State standards.District standards.Regional topic opportunities.Teacher expertise and interest

Enduring ideas.Opportunities for authentic, discipline-based work.Uncoverage.Engaging.

Unit framed around enduring understandings and essential questions.

Stage 2. What is evidence of understanding?

Six facets of understanding.

Continuum of assessment types.

Valid.Reliable.Sufficient.Authentic work.Feasible.Student friendly.

Unit anchored in credible and educationally vital evidence of the desired understandings.

Stage 3. What learning experiences and teaching promote understanding, interest, and excellence?

Research-based repertoire of learning and teaching strategies.

Essential and enabling knowledge and skill.

WHEREWhere is it going?Hook the students.Explore and equip.Rethink and revise.Exhibit and evaluate.

Coherent learning experiences and teaching that will evoke and develop the desired understandings, promote interest, and make excellent performance more likely.

KEY QUESTIONS: Instructional Design

What facts, concepts, principles and skills will students need to achieve in lessons?

What activities will equip students with needed knowledge/skills?

What materials/resources are available?

How Will You:

Bring abstract ideas and far-away facts to life?

Students must see knowledge and skill as building blocks—

not just isolated lessons

Wisdom Can’t be Told!

Understanding is more stimulated than learned

It grows from questioning oneself and being questioned by others

Students must figure things out, not simply wait to be told! This requires the teacher to alter

their curriculum and teaching style

More LearningThrough

Less Teaching