Yay for UBD! A Beginners UBD Info Session

1. Yay for UBD!A Beginners UBD Info Session Objectives: To know the different parts of UBD To understand how to interpret our unit plans

2. Why UbD? • “Backwards design” has been around since the ‘70s (and probably much earlier) • Designed learning rather than putting a list of activities together: We need to know what we’re aiming for, where we’re going before we start the journey • Design assessments first so we know how to check if our kids understand • Conceptual understanding is the goal of UBD- this allows the students to transfer the knowledge and skills to different scenarios

3. UBD in a Nutshell • General unit information • Stage1 learning goals • Stage 2: Assessment evidence • Stage 3: learning plan • Stage 4: Reflection and notes

4. The AISJ Unit planning template

5. Standards and Benchmarks Enduring Understandings Stage 1 Essential Questions: Skills Knowledge Transdisciplinary and Dispositions Prior Knowledge Integration links

6. Checking Stage 1 • Needs to pass the four filters…. • Does the concept have enduring value beyond the classroom? • Does the concept reside at the heart of the discipline? • How much uncoverage is needed by the students to understand the concept? • Does it have the potential to engage the students? You can find more info on p107 of Making the Difference

7. Important things to remember with Stage 1 • Aim for brevity and quality • Don’t forget “that” in the enduring understandings Students will understand “that”. . . . . • Stage 1 should NOT be differentiated • Length of units should be appropriate to develop understanding • Share with students

8. Stage 2 Everything in Stage 1 must be assessed somewhere in Stage 2. Summative Sums up the learning Formative Informs teaching and learning These are the assessment all teachers of this unit are expected to teach (not every single assessment).

9. Important things to remember forStage 2 • Does the assessment actually assess what we want to know • Avoid writing every formative assessment here • Vary the assessment tools used • Stage 2 can be differentiated (but not the criteria) • Include at least one contextual task per unit (GRASPS)

10. Stage 3 How are you going to help the students learn the concepts, skills and knowledge This should be detailed enough so that all teachers know what to do, but not so detailed that there is no room for personal interpretation This should outline the types of resources which will support the learning in the unit Addresses WHERETO (p 215) in a meaningful way

11. Important things to remember with Stage 3 • The layout of stage 3 does not need to follow WHERETO  but it does need to consider it in the plan • Differentiation is super important here • Inquiry is embedded here • Integration links should be outlined here • Enough for any teacher to pick up and run with it • Adjustable

12. Really useful pages in the Workbook • Stage 1: • P 71- turning topics into concepts • P 91- what makes an essential Q • P 115 –what makes an enduring understanding • Stage 2: • P 142- types of assessment • P 155- 6 Facets of Understanding • P 172- GRASPS for performance tasks • P 207- Assessment design checklist • Stage 3: • P 214 –WHERETO • P 238- learning plan design checklist • Overall: • P 242- UBD design standards

13. What now? • Play and explore the units for your grade and subject • Need additional help? • Speak to members of your teaching team • Book time with T+L and/or Judy • Sign up for a learning institute • Examine professional texts (in Quinlan or T+L centre) • Search the internet