Understanding By Design An Introduction

1. Understanding By DesignAn Introduction Developing Standards-based Curriculum

2. The Problem • “Even good students don’t always display a deep understanding of what is taught even when conventional tests certify success.” (Wiggins & McTighe)

3. Stating a Concept vs. Developing a Concept

4. Seatwork Time Spent in Three Kinds of Tasks

5. The Question • So, the question is: • “How does your class contribute to academic achievement in your school?” • Develop curricula that makes a difference

6. Curriculum is a Means to an End • Focus on a topic that matters • Use methods that engage • Cause deep and enduring learning related to an important standard/topic • Is it important enough to remember when the student is 30 years old?

7. What is Backward Design • BD Begins with the end in mind • Starting with a clear understanding of the destination • Making sure that you are moving in the right direction • Is justifiable and reliable

8. Unfortunately, Many Teachers: • Begin with a favored lesson, time-honored activities (or the next page in the text) • Backwards design starts with the end (the desired results).

9. Backwards Design • We begin BD with the following question: • What would I accept as evidence that students have attained the desired understandings/abilities?

10. The Backward Design Process Stages in the Backward Design Process Identify desired results. Determine acceptable evidence Plan learning experiences and instruction

11. STAGE ONE Identify Desired Results

12. STAGE ONE: Backward Design

13. _________________________________________________________ _________________________________________________________ _________________________________________________________ Worth being familiar with Important to know and do “Enduring understanding” Establishing Curricular Priorities

14. Represents a big idea having enduring value beyond the classroom • Reside at the heart of the discipline (involve “doing” the subject). • Require uncoverage (abstract or often misunderstood ideas). • Offer potential for engaging students. “Enduring” understanding Determining Worthiness Four Filters

15. STAGE TWO Determine Acceptable Evidence

16. STAGE TWO: Backward Design

17. Assessment Types Traditional quizzes and tests Paper/pencil Selected-response Constructed response Performance tasks and projects Open-ended Complex Authentic Worth being familiar with Important to know and do “Enduring understanding” Curricular Priorities and Assessments

18. Thinking Like an Assessor • Does not come naturally to most teachers • We unconsciously jump to the activity once we have a target • Backwards design demands that we short-circuit the natural instinct that leads most to developing the activity first

19. STAGE THREE Plan Learning Experiences/Instruction

20. STAGE THREE: Backward Design

21. KEY QUESTIONS: Instructional Design • What facts, concepts, principles and skills will students need to achieve in lessons? • What activities will equip students with needed knowledge/skills? • What materials/resources are available?

22. How Will You: • Bring abstract ideas and far-away facts to life? Students must see knowledge and skill as building blocks—not just isolated lessons

23. Wisdom Can’t be Told! • Understanding is more stimulated than learned • It grows from questioning oneself and being questioned by others • Students must figure things out, not simply wait to be told! • This requires the teacher to alter their curriculum and teaching style

24. More LearningThroughLess Teaching