Understanding by Design: Thinking about the Key Principles for Your School

Understanding by Design: Thinking about the Key Principles for Developing Units for Your ClassroomJacque Melin, Facilitatorwww.formativedifferentiated.com1

Thank you for being present todayYou can expect:conversationsactivitiesmovementlearning

Im counting on you tolearn from one anotheractively participatecommit to a partnership in this journey

melinj@gvsu.edu616-450-0998 (cell)616-331-6209 (office)Im Your New Principal.4

I sincerely welcome you to our school and look forward to working with you, but here are a few things I dont want to see happening in classrooms in our schoolA dependence on your textbook as the curriculumSuperficial coverage Busy work worksheets and aimless activitiesJust the basicsTeacher centeredPassive learningAssessment only AFTER learning

on5Heres what I believe.

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To that end, I would like to see you develop UNITS as you teach the curriculumWhat steps would you take to develop a UNIT?

For about 4 minutes, write down the steps you would take to develop a UNIT of study (2 to 4 weeks in length). Please do this alone.7

Meet in Groups of 4Similar subject areas

Compare lists

Write steps on Post-Its (one step per Post-It) and put in order on Chart Paper. Hang Chart Paper when finished.(about 6 minutes)

Gallery Walk8

Goals for Todays workExamine the big ideas behind Understanding by Design (UbD)

Overview of UbD9

Essential QuestionsWhat is understanding as a goal and what does it demand of assessment and instruction? How can we more likely achieve understanding by design rather than by good fortune?10

CYCLE of teaching and learning11TeachAssessPlanAdjustUbD focuses on the planning pieceA framework to Stay focused on the long-term goals

Get the blend of content and performance right

Engage learners by using questions and tasks that focus on understanding.12A planning framework to Keep long-term goals in viewGet the blend of content and performance goals rightBetter engage and prepare learnersWhy UbD?If too many studentsdo not apply their learning unless you hold their handdo not know why they are learning what they are asked tosee their job as passive learners 13

Too many students do not apply their learning unless we hold their hand and tell them what to dodont know what to do when stuckthink successful learning is just accurate recall or plug and chug of skillare bored by their school worklack of alignment between daily lesson and long-term goals14

Three stages of backward design15Stage 1: Identify the long-term desired resultsStage 2: Determine appropriate assessment evidence to achieve those resultsStage 3: Design learning activities and instruction, given the goals of Stage 1 and evidence in Stage 2Three stages of backward design16Stage 1: GOALSStage 2: ASSESSMENTStage 3: LEARNING EVENTSWhat we typically (incorrectly) do:17Identify the topics and content to be coveredDetermine instruction for teaching the contentWhen grades are due, assess the learning of the contentThe GOALSStandards based18The relation between Standards & CurriculumContent Standards = building code

The Curriculum = the architects blueprint

19The GOALS (Stage 1)Identify the standards that will be taught and learned during the unitGLCE, HSCE, CCSS, NGSS

Think about what question(s) you want students to be able to answerOften called Essential Questions

Deconstruct standards into meaningful learning targetsWhat students should KNOW and be able to DOWhat kinds of learning targets? KNOWLEDGE, REASONING, SKILLS, PRODUCTS

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The GOALS (Stage 1)Write the learning targets in student friendly language.I CAN.statements

Consider what kinds of things you will do to find out what your students already know about the content/skills in your unit.Pre-tests; surveys; class discussion; KWL chart, etc.

Share learning targets with your students.

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The ASSESSMENTS (Stage 2)Decide how you will assess each learning target and develop those assessments.Formative/Summative?Formal/Informal?Selected Response/Extended Written Response/Performance Task Assessments?

What unprompted evidence will you use?ObservationsDialogues

How will you help students self-assess?

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G.R.A.S.P.S Performance Task ScenarioG =R =A =S =P =S =

GoalRoleAudienceSituationProduct/Performance and PurposeStandards for Criteria and SuccessWiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum DevelopmentDrafting Stage 3: Learning PlanIf you have determined the goals (STAGE 1), and

If you have determined the evidence of learning (STAGE 2),

THEN what kinds of learning activities are most appropriate? (STAGE 3)

24Learning Events (Stage 3)Decide what strategies/learning activities you will use to help students be successful.Small group/Large groupDiscussionsPresentationsProjectsEssaysManipulativesTechnology (Use of SMART Boards, Webquests/software applications, etc.)Educational games (traditional/digital)Learning CentersRole Play/SimulationsField trips (on-site or virtual)25Learning Events (Stage 3)Consider how you might connect to or bring in other disciplines.

Decide what resources and materials you will need to find or develop.

Determine how you will adjust learning events for diverse learners (special needs, gifted, ELL, etc.)

Then and only then, work on daily lesson plans.26Stage 3Plan purposeful learning activities and directed teaching to help all students reach the desired achievements

W Where the unit is going, What is expectedH Hook and hold the studentsE Equip students, Experience, ExploreR Rethink and ReviseE Evaluate and reflectT Tailored learning to varied needs, interests, stylesO Organize and sequence learning

UBD TemplateThe UbD Template by design addresses the issues we have identified28Stage 1 - Desired ResultsPerformance TasksOther Evidence:Stage 2 - Assessment EvidenceOther Evidence:Stage 3 - Learning PlanOther EvidenceSee you ONLINESeptember 16 and 2329