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Updated presentation of Mann Rentoy on "Understanding by Design + ICT"Information and Communication TechnologyTeaching the Wired GenerationVIBAL PUBLISHING INC.: www.vibalpublishing.comwww.mannrentoy.com
Citation preview
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