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Understanding by Design: Unit Development Presented by: Judi Allen, Director of Curriculum, K-12;...
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Transcript of Understanding by Design: Unit Development Presented by: Judi Allen, Director of Curriculum, K-12;...
Understanding by Design: Unit Development
Presented by:
Judi Allen, Director of Curriculum, K-12;Social Studies, Digital Learning, Technology
Specialists/Library, World Languages
September 13, 2013
1
Why are we here?
What do you want your students to remember about your class ten, twenty years from now?
ASCD Allen Parish 2010; Rye and Herold
2
Desired Results• Explore backward design principles
and common misunderstandings about design;
• Identify desired results for unit of study and draft a complete unit to include an assessment and learning plan;
• Review unit of study applying design standards
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Performance Tasks:O Design a unit for a period of
instruction between 1-4 weeks.O November 1 post draft of Stage 1
O Review units by applying design standards and offering feedback to improve design.
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To Raise Student AchievementDistrict Goal:
How do we do this?Research shows
a guaranteed and viable curriculum is the #1 school-level factor impacting student achievement.
--Marzano, What Works in Schools
A Definition
“the course to be run”
Curriculum = a plan to achieve designated goals
Curriculum ≠ a list of topics and related activities
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Standards are not curriculum
“These Standards do not dictate curriculum or teaching methods.”
- - The Common Core Standards
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Standards are notcurriculum
“Consider an analogy with home building and renovation: The standards are like the building code. Architects and builders must attend to them but they are not the purpose of their design…
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The house to be built or renovated is designed to meet the needs of the client in a functional and pleasing manner– while also meeting the building code along the way.”! ! !
-- Wiggins and McTighe!
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Need to “Unpack” the Content
Consider: What are the “big ideas” embedded within the standards?
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Content
Standardsbig ideas??
+What the research says
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11
“Research on expertise suggests that a superficial coverage of many topics in the domain may be a poor way to help students develop the competencies that will prepare them for future learning and work.”
-- Bransford, How People Learn
+From the Agriculture Age to the Conceptual Age
Affluence, Technology, Globalization
18th century 19th century 20th century 21st century
Agricultural Age (farmers)
Industrial Age(factory workers)
Information Age (knowledge worker)
Conceptual Age(creators and empathizers)
ASCD Allen Parish 2010; Rye and Herold
+ Are we developing. . .
communicators . . .
leaders . . .
creators . . .
critical thinkers . . .
self-directed workers?
ASCD Allen Parish 2010; Rye and Herold
+Really Ready to Work?
ASCD Allen Parish 2010; Rye and Herold
+Partnership for 21st Century Core Themes and skills
THEMES: Global Awareness Financial, economic, business, and entrepreneurial
literacy Civic literacy, Health and environmental literacy
SKILLS: Creativity and Innovation Information, Media, and Technology Skills Life and Career Skills
ASCD Allen Parish 2010; Rye and Herold
Three-Minute Pause
1. What is understanding? Share your response with a
partner
2. Summarize key points
3. Pose clarifying questions
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What is Understanding?
Understanding big ideas make meaning of the learning and permit transfer Transfer is the key evidence of understanding (or
lack of it)
Good design best done “backward” from the desired
understanding Given the understanding we seek, we ask: what
follows for assessment and for student learning?
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What does understanding as a goal require - ‘Designs’ - our planning? Learning and teaching activities? Assessment and feedback to learners?
How do we achieve understanding by design vs.‘ good fortune’?
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What is ‘understanding’?- really ‘getting it’?
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Three stages of UbD
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences & instruction
Three stages of UbD (backward Design)
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1.What should students be able to DO with their learning?
2. What IS valid evidence of ability to meet the long-term transfer goal?
3. What learning experiences & instruction do students need to get there?
Typically:
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1. Identify content to be acquired
2. Brainstorm lessons to teach the content
3. Create an assessment to
judge if students learned the content
Without checking for alignment
Without checking for alignment
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UbD Template
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Three stages of backward design
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences & instruction
Stage 1: Desired results
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Stage 1 - Desired Results
Understanding(s): Essential Question(s):
Transfer Goals
Students will know and be able to do:
• Insights students earn that will transfer to new learning
• Inquiry students pursue to earn insights and develop proficiency
• Content priorities for the unit / course / subject• Students will be accountable to demonstrate in their work• Key vocabulary concepts
• Demonstrates how unit will embody system expectations
Worth being familiar with
Important to
know & do
Big ideas & Understandin
gs
Establishing Priorities: From “Big Ideas” to Understandings
“Big ideas”worth
exploring and understanding
in depth
Foundational knowledge & skill
Nice to know
ASCD Allen Parish 2010; Rye and Herold
Key protests of Civil Rights Movement
Analyze effects of landmark U.S. Supreme Court decisions such as
Brown v. Board of Education
Conflict creates change
“Big ideas”worth
exploring and understanding
in depth
Foundational knowledge & skill
Nice to know
ASCD Allen Parish 2010; Rye and Herold
U.S. II.25Analyze the origins, goals, and key events of the Civil Rights Movement. (H)
Task: Identify standard(s) in your content area Choose a unit for your work todayO Identify standard(s) from the ELA &
literacy framework for Social Studies & Science or Massachusetts Technology Literacy Standards and Expectations or Foreign Language curriculum framework or Comprehensive Health Curriculumn Framework
Begin to design stage 1
Design Standards for Understandings
Big ideas at the heart of the discipline
Requires “uncoverage” A full-sentence specifying what we
want students to come to understand about the big idea
MeasurableLasting value beyond the classroomASCD Allen Parish 2010; Rye and Herold 29
Designing with Essential Questions
O More question-based, problem-based, and challenge-based design: as opposed to content-based design
O Moving away from the textbook as syllabus: to the textbook as resource, in support of understanding-focused goals
O More like athletics, art: complex performances of transfer that require the inferences and the content
30
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Design Standards for Essential Questions
Align with understandings
Provoke genuine inquiryEncourage transfer
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Is this an Essential Question?
O What are the elements of writing?
O How do you find the mean?
O To what extent can you lie with statistics?
O What are the causes of the Civil War?
O Why read old books?
O To what extent can we predict the future?
Sample essential questionsLanguage Arts
What does a good listener do?What does a reader bring to a text?How do you write so other people can understand what you are trying to say?What makes a story work?What is the speaker trying to communicate? How does the delivery influence my response?How do I figure out meaning when I don’t understand all of the words?
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Sample essential questions
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Science
How do you know something is alive?
Are we destined to become our parents?
How is this system designed to handle change?
Sample essential questions
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Social Studies
What story do maps tell?What makes a community work?How do the stories we tell shape who we are?To what extent can one person change the world?
How the big ideas hang togetherSample from a teacher’s draft
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Big Idea Understanding
s
Essential Questions
Cultural voice / heritage
A group’s identity is defined by a shared system of beliefs and practices.
•How does family influence who we are? Who we become?•What makes a group powerful?•What do we learn about a group/culture by the stories they tell?
knowledge and skills
. . .assist students in gaining
understanding AND
in illustrating their understanding
ASCD Allen Parish 2010; Rye and Herold
Content—Knowledge--Skills
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ASCD Allen Parish 2010; Rye and Herold
Design Standards for Knowledge and Skills
What students should know Appropriate given the unit focus,
assessments, and time allotted Succinctly stated
What students should be able to do Appropriate given the unit focus,
assessments, and time allotted Choice of verb indicates performance
expectation
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Identifying key knowledge and skills
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Knowledge:• __________________• __________________• __________________• __________________• __________________• __________________• __________________
Skills:• __________________• __________________• __________________• __________________• __________________• __________________• __________________
Given the targeted content standards and understandings,
what will students need to know and be able to do?
Factual knowledge
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includes... - vocabulary/ terminology- definitions - key factual information- critical details- important events and people- sequence/timeline
Skills
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includes... basic skills - e.g., decoding, drawingcommunication skills - e.g., listening, speaking, writingresearch/inquiry/ investigation skillsthinking skills - e.g., comparing, problem solving, decision makingstudy skills - e.g., note takinginterpersonal, group skills
The understandings are declarative statements that demand exploration.
The essential questions engage students and guide them to understanding.
Stage 1 truly centers on understanding.
Knowledge and skills align with and are appropriate for the understandings.
Self-assessment of Stage One:4-3-2-1
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences & instruction
Three stages of UbD
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Desired results for Stage 2
The purpose of assessment is to provide reliable and authentic evidence of understanding and transfer.
Assessment not only measures student performance, it motivates it.
If you value the desired result, learners deserve accessible opportunities to demonstrate learning.
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ASCD Allen Parish 2010; Rye and Herold 47
How to Assess TargetsThe photo album versus the snapshot
How to Assess TargetsThe photo album versus the snapshot.
Recognizing the limits of testing
“Evaluation is a complex, multi-faceted process. Different tests provide different information, and no single test can give a complete picture of a student’s academic development.
-- from CTB/McGraw-Hill Terra Nova Test Manual
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Stage 2: Assessment Plan
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Stage 2 - Assessment Evidence
Curriculum Embedded Performance Assessment :Other Evidence:
Performance taskProducts / Performances
Academic Prompts
-All other forms of assessment
Quizzes, tests, prompts, work samplesObservationsStudent self-assessment
Stage 2: Assessment Plan
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Stage 2 - Assessment Evidence
Transfer Task(s): Other Evidence:
Determine types of assessment
(Formative)
Summative
Determine types of assessment
Diagnostic
Formative
Summative
Worth being familiar with
Important toknow & do
Big ideas &Enduring
Understandings
“Big ideas”worth
exploring and understanding
in depth
Foundational knowledge & skill
Nice to know
Traditional quizzes & tests
Paper/pencilSelected-responseConstructed response
Performance tasks & projects
ComplexOpen endedAuthentic
ASCD Allen Parish 2010; Rye and Herold
Designing performance tasks
• Goal
•Role
•Audience
•Situation
•Product/Performance
•Standards
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G
R
A
S
P
S
Is the task relevant?Connected to the classroom — demonstration/extension of what was learnedConnected to the real world — work that professionals in the field would doConnected to student’s life — Connected to capacity — students have clarity on what is expected from them and the necessary skills / knowledge to be successful
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Do students have the ability to be successful?
O Assess before teachingO Offer appropriate choicesO Provide feedback early and often O Encourage self-assessment and goal
settingO Allow new evidence of achievement to
replace old evidence
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Do You:
O Is there a range of assessments as opposed to a single task/test (photo album vs. snapshot)?
O Could a student be successful on the assessment package without truly understanding?
O Could the student understand and not be successful on the assessment package?
ASCD Allen Parish 2010; Rye and Herold
Review Standards—Stage Two:
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Three stages of UbD
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences & instruction
Stage 3: Learning Plan
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Stage 3 - Learning Plan
• Design a set of learning experiences that fosters understanding and transfer.
Stage two planning is revealed in Stage three instructional design
Pre-assessment(Finding Out)
Formative Assessment(Keeping Track & Checking -up)
Summative Assessment(Making sure)
Feedback and Goal Setting
Readiness, Interests, and Learning Preferences of studentsEssential Questions[reading/writing]
Exit Cards Peer evaluation3-minute pausesVocabulary - quiz/notebooksObservationsCreating RubricsSelf-evaluationJournals - Essential Questions+
Performance TaskAcademic PromptPortfolio
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Where are we headed? How will the student be ‘hooked’?
What opportunities will there be to be equipped, experienced, and explore key ideas?
What will provide opportunities to rethink, rehearse, refine and revise?
How will students evaluate their work?
How will work be tailored to individual needs, interests, styles?
How will work be organized for maximal engagement and effectiveness?
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WHE
ER
TO
Teaching with misunderstandings in mind
A study of how plants make food was conducted with students from elementary school through college [to] probe understanding of the role of soil and photosynthesis in plant growth and of the primary source of food in green plants (Wandersee, 1983). . . Students from all levels displayed several misconceptions:
O Soil is the plants’ food.O Plants get their food from the roots and store it in the
leavesO Chlorophyll is the plant’s blood”
-- Bransford, How People Learn
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Implications for instruction
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Address predictable misunderstandings by design.
• Provide real or simulated experiences related to the desired understandings.
• Build in checks for understanding and misunderstanding along the way.
• Require students to revisit/rethink what they thought they understood.
• Final assessments should check to see if common misunderstandings have been overcome.
OAcquire Information
OConstructing Meaning
OTransfer
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A M T
A fact is a fact; a skill is a skill. We acquire each in turn.
Acquisition does not yield understanding; it is necessary but not sufficient.
If I have skills and facts, it does not mean that I understand.
I cannot, however, understand without those skills and facts.
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Acquire information
What do these facts imply?
When would I use this skill (or not)?
What is their sense, import, value?
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Constructing meaning
Gallery Walk—Peer Review
O Post enduring understandings, essential questions, transfer task, and student handout
O Feedback includingO I wonder . . .O I notice . . .
O End of Day
O 3 units per group (max of 6 people)
O Author shares overview of unit (5 minutes)
O Reviewers discuss unit (5 minutes)O Author listens, takes notes, does not engage
O Conversation (5 minutes)O Clarifications, suggestions, next stepsO For Revisions on August 29 Put at the very end
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Peer Review Protocol:
Understanding by Design (Wiggins and McTighe)
Understanding by Design Professional Development Workbook (Wiggins and McTighe)
Assessment for 21st Century Learning—DVD 1,2 &3
Moving Forward with Understanding by Design—DVD Integrating Differentiated Instruction and Understanding by Design (Tomlinson and McTighe)
Schooling by Design (Wiggins and McTighe)
Classroom Assessment and Grading That Work (Marzano)
All available at ascd.org
For more information:
ASCD Allen Parish 2010; Rye and Herold
©2010 by Thomas Rye and Donna Herold. All rights reserved. This handout is intended for your personal use only. Further reproduction and dissemination, in whole or part, requires the permission of the various owners as credited herein.
ASCD Publications present a variety of viewpoints. The views expressed or implied in this publication are not necessarily official positions of ASCD.