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Bridging the Gap: From Instruction to Understanding in Education

This session explores the shift from traditional instructional methods to a learning paradigm focused on understanding by design. By leveraging the principles of backward design, educators can clarify desired outcomes, determine acceptable evidence of learning, and thoughtfully plan engaging experiences for students. Key discussions include practical examples from popular media, including clips from "Dead Poets Society," and a focus on performance goals and alignment. Educators will learn to prioritize understanding and effective assessment in course planning.

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Bridging the Gap: From Instruction to Understanding in Education

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Presentation Transcript

  1. Session 4Connecting the Dots:- Knowledge vs. Understanding- Facets of UnderstandingThe Paradigm Shift from Instruction to Learning ParadigmIntroduction to Understanding By DesignProject DiscussionCAT

  2. Clips to review (blank handout) • Dead Poets Society(56 sec) • Dead Poets Society II(5 min) • Math Class(6 min) • 5 Minute U (4 min) • Break

  3. The Shift

  4. Understanding by Design A blueprint for learning

  5. Understanding by Design is also known as Backwards Design, why?

  6. Consider how you plan a trip. Do you use a backward design?

  7. What other kinds of work is best done backwards?

  8. The stages are logical but they go against traditional habits • Typically lesson and activity ideas are created before clarifying our performance goals for students • By thinking through the big ideas and assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results…learning. • Plan activities last, not first.

  9. Understanding By Design – 3 Stages 1-Identify desired results

  10. Understanding By Design – 3 Stages 1-Identify desired results 2-Determine acceptable evidence

  11. Understanding By Design – 3 Stages 1-Identify desired results 2-Determine acceptable evidence 3-Plan learning experiences

  12. Standard(s): Understandings Essential Questions s t a g e 1 Assessment Evidence Performance T ask(s): Other Evidence: s t a g e 2 Learning Activities s t a g e 3 The “big ideas” of each stage: What are the big ideas? What’s the evidence? How will we get there?

  13. 1. Identify Desired Results: What are the outcomes of your course? Upon completing your course, what should students know, understand, and be able to do? 2. Determine Acceptable Evidence: How will you know if your students have achieved the desired outcomes? What will you accept as evidence of proficiency? 3. Plan Learning Experiences: With the identified results and evidence of understanding/proficiency in mind, what sequence of activities best suits the desired results? How can you make learning both engaging and effective given the goals and needed evidence?

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