Stage 1: Identify Desired Results - Learning Goals
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Transcript of Stage 1: Identify Desired Results - Learning Goals
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Stage 1: Identify Desired Results -
Learning Goals
Monday, August 1st, 2011
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What is Understanding by Design?
Find cool activities to use in the class.
Figure out how to teach and grade activities.
Align activities to the standards and core
curriculum.
Traditional Lesson Planning
Develop cool activities to use in class that stay with the student
FOREVER!
Plan for students learning and
understanding
Understand the larger picture of what needs to be learned.
UBD Planning
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What You Need to do for Your Lesson Plan
Stage 1- Establishing what is to be learned.
Stage 2- Determine how the learning is accomplished.
Stage 3- Develop the COOL learning activities.
Don’t forget about technology integration!
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What will you do? Complete your
lesson plan and supplements. Have them ready by Thursday morning.
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Lesson Plan TemplateUnit Title: Grade Level(s):Discipline Subject, Topic: Duration:
Overview of Unit:
We will complete the Established Goal(s) section on Wednesday. Established Goal(s): (National, State, District Standards)
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Stage 1: Identify Desired Results - Learning Goals
Step 1: Enduring Understandings Step 2: Essential Questions Step 3: Knowledge and Skills Step 4: Six Facets of Understanding
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Step 1:Enduring Understandings What EnduringUnderstandings are desired?Students will understandthatÉ
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Step 1: Enduring Understandings• Big ideas that we want students to “get
inside of” and retain after the details are forgotten.
• Provide a larger purpose for learning the targeted content: they implicitly answer the question, “Why is this topic worth studying?”
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Step 1: Enduring Understandings
They are the unit concepts that:1. Have lasting value beyond the classroom2. Will be retained after the details have been
forgotten3. Reside at the heart of the discipline4. Uncover the concept by “doing” the subject5. Offer potential for engaging students
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Enduring Understandings Examples:
Specify something to be understood.
Focus on big ideas- abstract and transferable.
The understanding will need to be uncovered, because it is abstract and not immediately obvious.
Non-examples: Phrase, not sentence Refers to big ideas, but offers
no specific claims Simply states straightforward
fact, no inquiry is required Truism: fails to specify what we
want the learner to understand Refers to set of skills, but does
not offer transferable strategies or principles about them
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Examples of Understandings
Non-examples of Understandings
An effective story engages the reader by setting up tensions- through questions, mysteries, dilemmas, uncertainties- about what will happen next.
Audience and purpose.
When liquid water disappears, it turns into water vapor and can reappear as liquid if the air is cooled.
Water covers three-fourths of the earth’s surface.
Correlation does not ensure causality.
Things are always changing.
Decoding is necessary but not sufficient in reading for meaning.
Sounding out, looking at pictures.
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Sample Enduring Understandings Writing from another person’s point of view can
help us to better understand the world, ourselves, and others.
Sometimes a correct mathematical answer is not the best solution to messy, “real-world” problems.
Cultural customs in the Hispanic countries regarding interactions between individuals determine if conversation is formal and informal.
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Step 2:Essential Questions
What Essential Question(s)will be considered?
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Step 2: Essential Questions
¨ Point to the heart of the discipline¨ Recur naturally¨ Raise other important questions¨ Provide subject- and topic- specific
doorways to enduring understandings¨ Have no obvious “right” answer¨ Are deliberately framed to provoke and
sustain student interest
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Tips for using Essential Questions
Organize programs, courses, units of study, and lessons around the questions.
Select or design assessment tasks that are explicitly linked to the questions.
Edit the questions to make them as engaging and provocative as possible for the particular age group.
Derive and design specific concrete exploratory activities and inquiries for each question.
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Examples of Essential Questions
How can macroeconomics inform microeconomics (and vice versa)?
How are sounds and silence organized in various musical forms?
To what extent can use of formal and informal conversation techniques demonstrate cultural understanding?
What are the pros and cons of technological progress?
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Overarching vs Topical • Transcend the content
knowledge of the unit• Could appropriately
express a given concept found in most grade levels and courses
• Are specific to the unit topic
• Involve generalizations derived from the specific content knowledge and skills of the unit
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Overarching vs Topical • How do effective writers
hook and hold their readers?
• Is history the story told by the “winners”?
• How are materials recycled or disposed of?
• Does art have a message?
• What is unique about the mystery genre?
• Does separation of powers create a deadlock?
• How do the structure and behavior of insects enable them to survive?
• What do masks and their use reveal about the culture?
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Step 3: Knowledge and SkillsWhat key knowledge and skills will students acquire as a resultof this unit or lesson?Students will knowÉ Students will be able to doÉ
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Step 3: Knowledge and Skills
Other important pieces of knowledge and skills discovered as you identify the essential understandings
These should be included because they are related to the essential understanding or focus of the unit.
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Key Knowledge and Skills Vocabulary Terminology Definitions Key factual information Formulas Critical details Important events and
people Sequence and timelines
Basic skills Communication skills Thinking skills Research, inquiry,
investigation skills Study skills Interpersonal, group skills Technology skills
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Examples of Knowledge
Students will know:– Ways artists employ various technologies– Appropriate uses for “tú” vs. Ud.– Relevant vocabulary words– How to describe and compare common
items using measurement
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Step 4: What are Six Facets of Understanding?
Students may exhibit understanding through six interrelated ability levels: – Explanation– Interpretation– Application– Perspective– Empathy– Self-knowledge
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ExplanationStudents provide evidence to back up claims and
assertions and provide thorough, supported, and justifiable accounts of phenomena, facts, and data.
Misconceptions:– If the student gives a correct answer to a complex
and demanding question, he must have an in-depth understanding.
– If the student cannot write an explanation of his views, he lacks understanding.
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Interpretation Students tell meaningful stories, offer apt translations,
provide revealing historical or personal dimensions to ideas and events, and make learning personal through images, anecdotes, analogies, and models.
Misconception:– If the student offers an engaged and rich
response to literature, he understands that work of literature.
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ApplicationStudents effectively use and adapt what they know
within new settings and real-world situations, including authentic problem-solving, decision-making, and conflict resolution.
Misconceptions:– Any effective performance with knowledge
indicates understanding of that knowledge.– Any ineffective performance with knowledge
indicates a lack of understanding of that knowledge.
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PerspectiveStudents observe both the big picture and the multiple
perspectives that comprise it, examining and assessing various points of view or conflicting issues surrounding a topic, issue, or theme.
Misconception:– Having an opinion equals having a perspective.
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EmpathyStudents walk in the shoes of a fictional character,
historical figure, or contemporary individual. They find value in what at first may appear to them as odd, alien, or implausible.
Misconceptions:– Empathy is affect, synonymous with sympathy or
heartfelt rapport.– Empathy requires agreement with the point of
view in question.
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Self-KnowledgeStudents monitor their own comprehension and revise,
rethink, reflect, and revisit their growing understanding. They also can articulate what they understand- and fail to understand- in what they are studying or investigating.
Misconception:– Self-knowledge equals self-centeredness.
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Unit Title: Grade Level(s):Discipline Subject, Topic: Duration:
Overview of Unit:
Established Goal(s): (National, State, District Standards)
What Enduring Understandings aredesired?
What Essential Question(s) will beconsidered?
Students will understand that…
What key knowledge and skills will students acquire as a result of this unit orlesson?Students will know… Students will be able to do…
Your Homework…Complete Understandings, Questions, Knowledge and Skills.
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Your Homework…Start thinking of how students will demonstrate their knowledge.
How will students demonstrate their understandings?Formative Assessments ISTE NETS
for StudentsSummative Assessments ISTE NETS
for Students
Learning Activities (attach supplements, Ppts, Excel files, etc.) ISTE NETSfor Students