"Understanding by Design" and "Information & Communication Technology":...

UbD + ICT

Teaching the Wired

GenerationVibal Digital Seminar Tour

by Mann Rentoy

What isUbD?

The goal of UbD is merely to ensure that learning goals and evidence of learning follow a deliberate design so that all teachers regardless of

genetic gifts or dispositions or sense of devotion or dedication are able to impart real learning based on understanding and not merely

on rote knowledge or aimless recall.

Why should we be concerned about

teaching?

UbD provides structure for kids & educators

UbD is something you can actually use

So . . . what do you want kids to walk away understanding?

Worth being Worth being familiarfamiliar with with

Worth being Worth being familiarfamiliar with with

Important to know & do

“Big ideas” worth

understanding

Enduring understandings

Foundational concepts/skil

ls

““nice nice to to

know”know”

STILL KNOW AFTER

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

3 Stages of (“Backward”) Design

Why “backward”?• they go against habits:

–Lesson–Activities

–Test

The “big ideas”of each stage:

Assessment Evidence

Learning Activities

Understandings Essential Questions

stage

2

stage

3

Standard(s):

stage

1

Performance T ask(s): Other Evidence:

What are the big ideas?

What’s the evidence?

How will we get there?

i-learn

Digital Literacy

Cybersmart Book Site

Cybersmart Book Site

www.vibalpublishing.com/ubd.php(UbD Portal)

Download handouts

to assist teachers inICT as an enabler

Continue learning your topic

Preparation

• Deepen your understanding with digital resources– Look for good visuals– Access tools inside and outside– Explore tools your students use

Preparation

• Collect good examples• Organize resources• Communicate with other teachers

Preparation

• Use / Create new materials, activities, and visual experiences– Multimedia Presentations– Simulations– Virtual Tours– Games– Online Learning Activities

Delivery

Expand learning outside the walls of the classroom

Delivery

Give priority to assessment and feedback

Assessment

• Look at performance – what they can do, produce, and create

• Individual Feedback– Electronic, mobile

• Peer Feedback

Assessment

What are the 3 stages of Design?

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

3 Stages of Design

Stage 1 – Identify desired results.

• Key: Focus on Big ideas

–Enduring Understandings–Essential Questions

Stage 1 – Identify desired results.

–What content standards are addressed explicitly by the unit?

Understanding goes beyond

knowing.

Understanding goes beyond

doing.

Rote memorization

and activity are not genuine

understanding.

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

3 Stages of Design: Stage 2

Stage 2 – Assessment Evidence

–key complex performance tasks indicative of understanding

–other evidence to build the case for understanding, knowledge, and skill

–rubrics to assess complex performance

The big ideasfor Stage 2

• grounded in real-world applications, supplemented as needed by more traditional school evidence

• Provide useful feedback to the learner, be transparent, and minimize secrecy

• valid, reliable - aligned with the desired results of Stage 1 (and fair)

What are the 6 facets of understanding?

Six Facets of Understanding

1. EXPLAIN 2. INTERPRET

3. APPLY 4. EMPATHY

5. PERSPECTIVE

6. SELF-KNOWLEDGE

Six Facets of Understanding

•Explain - provide thorough, supported and justifiable accounts of phenomena, facts and data

Six Facets of Understanding

• Interpret - tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies and models

Six Facets of Understanding

•Apply - effectively use and adapt what is known in diverse contexts

Six Facets of Understanding

•Empathy – imagine, assume role of, consider

Six Facets of Understanding

•Perspective – analyze, argue, compare and contrast

Six Facets of Understanding

•Self-Knowledge –reflect, be aware of, self-assess

Scenarios for Authentic Tasks• assessments anchored in authentic tasks:

– What is the GGoaloal in the scenario?– What is the RRoleole?– Who is the AAudienceudience?– What is your SSituation ituation (context)?– What is the PPerformance or

Product?– By what SStandards will work be

judged in the scenario?

SPS

GRA

Scenarios for Authentic Tasks

- What is the GGoaloal in the scenario?

G

Scenarios for Authentic Tasks

–What is the RRoleole?

R

Scenarios for Authentic Tasks

- Who is the AAudienceudience?A

Scenarios for Authentic Tasks

- What is your SSituation ituation (context)?

S

Scenarios for Authentic Tasks

- What is the PPerformance or Product?

P

Scenarios for Authentic Tasks

- By what SStandards will work be judged in the scenario?S

Scenarios for Authentic Tasks• assessments anchored in authentic tasks:

– What is the GGoaloal in the scenario?– What is the RRoleole?– Who is the AAudienceudience?– What is your SSituation ituation (context)?– What is the PPerformance or

Product?– By what SStandards will work be

judged in the scenario?

SPS

GRA

For Reliability & Sufficiency:Use a Variety of Assessments

• Varied types, over time:– authentic tasks and projects– academic exam questions, prompts, and

problems– quizzes and test items– informal checks for understanding – student self-assessments

Some key understandings about assessment

•Performance is more than the sum of the drills: using only conventional quizzes and tests is insufficient and as misleading as relying only on sideline drills to judge athletic performance ability

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

3 Stages of Design: Stage 3

Stage 3 big idea:

EFFECTIVE

and

ENGAGING

Stage 3 – Plan Learning Experiences & Instruction

What learning experiences and instruction will promote the desired understanding, knowledge and skill of Stage 1?

Stage 3 – Plan Learning Experiences & Instruction

–How will the design ensure that all students are maximally engaged and effective at meeting the goals?

Think of your obligations via W. H. E. R. E. T. O.

• “Where are we headed?” (the student’s Q!) • How will the student be ‘hooked’?• What opportunities will there be to be equipped, and

to experience and explore key ideas?• What will provide opportunities to rethink, rehearse,

refine and revise?• How will students evaluate their work?• How will the work be tailored to individual needs,

interests, styles?• How will the work be organized for maximal

engagement and effectiveness?

WHE

E

R

TO

Think of your obligations via W. H. E. R. E. T. O.

•“Where are we headed?” (the student’s Q!)

W

Think of your obligations via W. H. E. R. E. T. O.

•How will the student be ‘hooked’?

H

Think of your obligations via W. H. E. R. E. T. O.

•What opportunities will there be to be equipped, and to experience and explore key ideas?

E

Think of your obligations via W. H. E. R. E. T. O.

•What will provide opportunities to rethink, rehearse, refine and revise?

R

Think of your obligations via W. H. E. R. E. T. O.

•How will students evaluate their work?

E

Think of your obligations via W. H. E. R. E. T. O.

•How will the work be tailored to individual needs, interests, styles?

T

Think of your obligations via W. H. E. R. E. T. O.

•How will the work be organized for maximal engagement and effectiveness?

O

Think of your obligations via W. H. E. R. E. T. O.

• “Where are we headed?” (the student’s Q!) • How will the student be ‘hooked’?• What opportunities will there be to be equipped, and

to experience and explore key ideas?• What will provide opportunities to rethink, rehearse,

refine and revise?• How will students evaluate their work?• How will the work be tailored to individual needs,

interests, styles?• How will the work be organized for maximal

engagement and effectiveness?

WHE

E

R

TO

UbD + ICT

Teaching the Wired

Generation

www.mannrentoy.com