Understanding By Design An Introduction
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Understanding By Design An Introduction Developing Standards-based Curriculum
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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
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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
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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
