Ubd Edi Soh Presentation

Understanding by Design

District pacing guideQuarterly AssessmentEnd of Course Exam

The framework of UbD outlines three-stages, backward design process to assist teachers in centering the curriculum and assessment on big ideas, essential questions, and authentic performances. This framework works for curriculum design, school and district improvement efforts. Through this unified process 1) school teams determine learning goals, 2) collect, analyze, and summarize evidence to validate understanding and learning, 3) Consider the root causes of achievement and implement systemic actions to promote enduring learning and increase test scores.


“Good design is about learning to be more thoughtful and specific about our purposes and what they imply.”

Big Idea should be the focus of education for understanding

A big idea is a concept, theme, or issue that gives meaning and connection to discrete facts and skills; ex. Adaptation, distributive property, forms, functions and related systems.


“Teachers spend too much of their time thinking, first about what they will do, what materials they will use and what questions to ask”; thus, focusing on teaching and not learning.

Backward Mapping

The best designs derive backward from the learning sought and the evidence of such learning; before they think and teach learning activities.

Understanding by DesignUbD: Stages of Backward Design

1. Identify desired results

2. Determine acceptable evidence

3. Plan Learning experiences and

instruction.

What should students know, understand, and be able to do?

How will we know if students have achieved the desired results?

What enabling knowledge and skill will students need to perform effectively and achieve desired results?

What content is worthy of understanding?

What enduring understanding are desired?

What will we accept as evidence of student understanding and proficiency?

What activities will equip students with the needed knowledge and skills?

What will need to be taught and coached, and how should it best be taught in light of performance goals?

What materials and resources are vest suited to accomplish these goals?

Understanding by DesignUbD: Stages of Backward Design

1. Identify desired results

2. Determine acceptable evidence

3. Plan Learning experiences and

instruction.

We consider our goals, examine established content standards and review curriculum expectations

Think about unit or course in terms of the collected assessment evidence needed to document and validate the desired learning has been achieved, not simply content to be covered or as a series of learning activities.

With clearly identified results and appropriate evidence of understanding in mind, it is now the time to fully think about the most appropriate instructional activities; thus, choices about teaching methods, sequence of lessons, and resource materials are successfully completed only after we identify desired results and assessments and their implication.

Understanding by DesignTo change from common practice, designers must begin to think about assessment before deciding what and how they will teach.

Starting from state content standards, curriculum designers need to determine the appropriate assessment evidence stated or implied in the standards.

Creating assessment near the conclusion of a unit of study, or relying on publisher assessment will continue to assess unnecessary content.

Understanding by DesignStage 1- Desired Results

Established Goals:• What relevant goals (e.g., content standards, course or program objectives, learning outcomes) will this design address?

Understandings:Student will understand that…• What are the big ideas?• What specific understandings about them are desired?• What misunderstandings are predictable?

Understandings:Student will understand that…• What are the big ideas?• What specific understandings about them are desired?• What misunderstandings are predictable?

Students will Know:… Students will be able to …• What key knowledge and skills will students aquire as a result of this unit?• What should they eventually be able to do as A result fo such knowledge and skills

Stage 2- Assessment EvidencePerformance Tasks:• Through what authentic performance tasks will students demonstrate desired understandings?• By what criteria will performance of understanding be judged?

Other Evidence:• Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results ?• How will students reflect upon and self-asses their learning?

Where’s the big idea

Understanding by DesignStage 3- Learning Plan

Learning Activities:What learning experiences and instruction will enable students to achieve the desired results? How will the design

W = Help the students know Where the unit is going and what is expected? Help the teacher know where the students are coming from (prior knowledge, interests)?H = Hook all students and Hold their interests?E = Equip students, help them Experience the key ideas and Explore the issues?R = Provide opportunities to Rethink and Revise the understandings and work?E = Allow students to Evaluate their work and its implications?T = Be Tailored (personalized) to the different needs, interests, and abilities of learners?O = Be Organized to maximize initial and sustained engagement as well as effective learning?

Talent Development vs. Talent Discovery

The Teaching Learning Dilemma

20% of students are Talent Discovery

Issues in Classroom Instruction?

80% of students are Talent Development

Speed Up to cover content standardsSlow Down to grasp the skills/concepts in standardsEducation Philosophy and NCLBTeacher-centered and ProgressiveNCLB: Equal Access & Equal Outcome for all.

Instructional Approach Guidelines

Students learn and learn quicklyResearch based and formulaicLesson planning process is clear & definedLesson planning process is independent Produces a high percentage of successResearch support Direct Instruction:Teacher-centered, direct instruction, or just Explicit Direct Instruction is more effective and efficient, especially for struggling students. Not lecture based

Explicit Direct Instruction-EDI

A collection of instructional practices combined together to Design and Deliver well crafted lessons that explicitly teach content, especially grade-level content, to all students.

A well-crafted EDI lessons have a goal of 80% of students achieving 80% correct answers during independent work.

Activating Prior Knowledge

Connecting to What Students Already know

Link prior knowledge to new content. It must work for all students and must be short.

Activating prior knowledge by ReviewingActivating prior knowledge by PreviewingFacilitate student interaction

Explain the connections to the new lesson

Delivering Information

Explaining

Students, this is what this means…Explaining is what most people would call

“teaching.” You deliver content by telling students information (Declarative Knowledge) or by telling them how to do something (Procedural Knowledge).


Modeling

Students, let me show you exactly how I solve these problems…

Modeling is teaching by thinking aloud in first person, revealing your strategic processes to your students.


DemonstratingStudents, look at this object I have in my

hand…In an EDI lesson, a Demonstration is a

physical demonstration. When you Demonstrate, you use physical objects to advance students’ understanding of the lesson.

Concept, Skill Development, and Lesson Importance

Concept Development Strategies1. Identify the concept in the Learning

Objective.2. Provide a written bulletproof definition or

rule that contains the concept’s critical attributes.

3. Provide examples and nonexamples that clarify the concept by revealing critical, noncritical and shared attributes.


Concept Development Strategies cont…

4. Teach Concepts by Explaining, Modeling, or Demonstrating.

5. Have students interact with the concept.6. Provide CFU questions of the concept. Use

recall and higher order questions such as RAJ (Restate-Apply-Justify).


Skill Development Techniques1. Separate the concepts from the skills.

Identify the detail related to the concept.2. Provide a schema to organize the details.3. Teach the details by Explaining, Modeling,

and Demonstrating.4. Include methods to help students remember

the information.5. Provide CFU questions to verify that

students are learning.


Lesson Importance

• Lesson Importance can be divided into three categories:

1.Personal Importance2.Academic Importance3.Real-Life Importance

Guided Practice

Guided Practice entails three phases:1.Initially, your students are almost copying

you.2. You start releasing students your students to

do some steps by themselves without you doing each one first.

3. In the final phase you are not working any of the steps yourself.

Closing the Lesson

One Final CheckDuring Closure, students must prove that

they have learned the content you just taught them.

Putting It All Together

Having Students Work by ThemselvesThere are two approaches used in designing

lessons.In the first approach, you have a text book

and you are creating a lesson from existing materials.

In the second approach, you are designing a lesson from scratch.

Checking for Understanding-cfu “The teacher continually verifying that

students are learning what is being taught while it is being taught not at the end of the lesson.”• Check for understanding every two to three minutes

Teach First

Ask a Question

Pause

Pick a Non-Volunteer

Listen to the Response

Effective Feedback (Echo, Elaborate, Explain)

TAPPLE

• Call on at least 3 students each time you “cfu.”• Random cfu improves discipline.

Web Resources

http://www.jaymctighe.com/ubdweblinks.html

http://curriculum.suhsd.k12.ca.us/

http://www.pearsonubd.com/

http://edtech.suhsd.k12.ca.us/PD/