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Understanding by Design for No Administrator Left Behind LOFTI TechPlus Academy

UbD. for. NALB. Understanding by Design for No Administrator Left Behind LOFTI TechPlus Academy SDSU- Brookings, SD July 21-23, 2003 July 23-25, 2003 Karen Taylor, Instructional Technology Coordinator Peggy Blair, Director of Education Services Aberdeen Public Schools

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Understanding by Design for No Administrator Left Behind LOFTI TechPlus Academy

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  1. UbD for NALB Understanding by Design for No Administrator Left Behind LOFTI TechPlus Academy SDSU- Brookings, SD July 21-23, 2003 July 23-25, 2003 Karen Taylor, Instructional Technology Coordinator Peggy Blair, Director of Education Services Aberdeen Public Schools Karen.Taylor@aberdeen.k12.sd.us Peggy.Blair@aberdeen.k12.sd.us www.aberdeen.k12.sd.us

  2. Introductions Housekeeping issues Agenda & Overview

  3. Participant Introductions • Who are you ? • What is your role as an educator? • Why are you here? • Is this true about you?

  4. Why UbD? • How do we give educators tools to manage the accountability issues of NCLB? • How do we make sure we don’t “throw out the baby with the bath water?” (Do we teach only to the test? ) • How do we help educators move from teaching in isolation to teaching systemically? • How do we make sure we’re making thoughtful decisions about curriculum and instruction?

  5. What is UbD? • Conceptual planning framework from the work of Grant Wiggins and Jay McTighe • Circular, non-linear process • Three interrelated stages

  6. Backward Design Simply put, backward design means beginning with the end in mind.

  7. 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of Backward Design

  8. Assignment • Read assigned portion of the chapter • Respond to the discussion questions • How would you describe or explain the concept of backward design to your staff/peers? • How does backward design relate to instructional leadership in light of NCLB? • Identify the characteristics of your assigned design stage Bp. 4-5

  9. For Chapter 1

  10. Reporting Out Your Findings Stage One: Blue group Stage Two: Purple Group Stage Three: Red Group Bp. 4-5

  11. Standard(s): • Unpack the content standards and ‘content’,focus on big ideas Understandings Essential Questions s t a g e 1 Assessment Evidence Performance T ask(s): Other Evidence: s • Analyze multiple sources of evidence, aligned with Stage 1 t a g e 2 • Derive the implied learning from Stages 1 & 2 NIB 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?

  12. Why “backward design”? The stages are logical but they go against habits. . . • We’re used to jumping to lesson and activity ideas - before clarifying our performance goals for students. • By thinking through the assessment upfront, we ensure greater alignment of our goals and means, and ensure that teaching is focused on desired results. NIB

  13. ! Misconception Alert: the work is non-linear! • Clarifying one element or Stage often forces changes to another element or Stage • The template “blueprint” is logical but the process is non-linear (think: home improvement!)

  14. Unit Template Overarching understandings Essential Questions Knowledge and skill to be acquired Understanding by Design Template: the basis of exchange • The UbD template embodies the 3 stages of “Backward Design” • The template provides an easy mechanism for exchange of ideas nib

  15. Is there a difference? How is a UbD unit different from units we typically see? nib

  16. Bp. 6

  17. Bp. 7

  18. Bp. 8

  19. Does the approach matter? Activity-based vs. Coverage-based vs. Understanding based

  20. COMPARISON CHART Bp. 10

  21. Characteristics of the Best Learning EnvironmentsBased on surveys of K-16 facultyBp. 11

  22. 1. Identify desired results 3. Plan learning experiences & instruction Three Stages of Design--elaborated 2. Determine acceptable evidence Bp. 12

  23. Stage One: Identify Desired Results • Enduring Understanding • 6 Facets of Understanding • Essential Questions • Knowledge and Skills Bp. 12

  24. Stage 1: To identify desired results, we have to focus on Big Ideas U • Enduring Understandings: What specific insights about big ideas do we want students to leave with? • What essential questions will frame the teaching and learning, pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content? • What should students know and be able to do? • What content standards are addressed explicitly by the unit? Q K CS

  25. From Big Ideas to Understandings about them • An understanding is a “moral of the story” about the big ideas • What specific insights will students take away about the the meaning of ‘content’ via big ideas? • Understandings summarize the desired insights we want students to realize. • Understandings demand “uncoverage” U

  26. You’ve got to go below the surface...

  27. to uncover the really ‘big ideas.’

  28. What IS understanding? Go to bp. 13-20

  29. Chapter 2 DQs • How do we determine what knowledge is worthy of understanding? • What do you see as the benefits of framing content standards and textbook topics as essential questions? • Respond to the following concern expressed by a colleague: “Teaching for understanding takes too much time. I can barely get through the textbook now.” Bp. 21

  30. Knowledge vs. Understanding • An understanding is an unobvious and important inference, needing “uncoverage” in the unit; knowledge is a set of established “facts”. • Understandings make sense of facts, skills, and ideas: they tell us what our knowledge means; they‘connect the dots’ • Any understandings are inherently fallible “theories”; knowledge consists of the accepted “facts” upon which a “theory” is based and the “facts” which a “theory” yields.

  31. What isan Enduring Understanding?

  32. Enduring Understandings . . . • Are specific generalizations about the ‘big ideas.’ They summarize the key meanings, inferences, and importance of the ‘content’ • Are deliberately framed as a full sentence ‘moral of the story’ – “Students will understand THAT…” • Require “uncoverage”because they are not ‘facts’ to the novice, but unobvious inferences drawn from facts, counter-intuitive and easily misunderstood

  33. Setting Priorities Knowledge that is worth being familiar with . . . Knowledge and skills that are important to know and do Understandings that are enduring. . . Bp. 22-23

  34. Day 1 Wrap-Up: Shapes Reflection

  35. Day 1: What are the pieces? Backward Design 3 Stages of UbD Intro to Stage 1: Enduring Understanding Analyzing standards for EUs

  36. Day 2: Putting more pieces together Continuing Stage 1: Facets of Understanding Essential Questions Intro to Stage 2: Thinking like an assessor Stage 2: Determine Acceptable Evidence

  37. Six Facets of Understanding Bp. 26

  38. McTWiggins/BloomHow are the frameworks alike/different? Bp. 29

  39. When is a question essential? ? ? ? ?

  40. Activity (p.30) Characteristics of Essential Questions

  41. Essential Questions What questions . . . • are arguable and important to argue about? • are at the heart of the subject? • recur - and should recur - in professional work, adult life, as well as in classroom inquiry? • raise more questions, provoking and sustaining engaged inquiry? • often raise important conceptual or philosophical issues? • can provide organizing purpose for meaningful and connected learning?

  42. Sample Essential Questions: • Who are my true friends and how do I know for sure? • How “rational” is the market? • Does a good read differ from a ‘great book’? Why are some books fads, and others classics? • To what extent is geography destiny? • How different is a scientific theory from a plausible belief? • What is the government’s proper role?

  43. Essential - STAGE 1 Asked to be argued Designed to “uncover” new ideas, views, lines of argument Set up inquiry, heading to new understandings Leading - STAGE 3 Asked as a reminder, to prompt recall Designed to “cover” knowledge Point to a single, straightforward fact - a rhetorical question Essential vs leading questions used in teaching

  44. ‘Essential Question’ Questions • Discuss the questions listed on p. 32 • Share your ‘answers’ with the larger group. ?

  45. Stage 1Design Checklist p. 33Stage 1 Questions/Comments?Moving on to Stage 2 . . .

  46. 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction Three Stages of Design: Stage 2

  47. Stage 2: Determine Acceptable Evidence(Thinking Like an Assessor) • Body of Evidence • Alignment • Performance Tasks (GRASPS)

  48. Just because the student “knows it” … • Evidence of understanding is a greater challenge than evidence that the student knows a correct or valid answer • Understanding is inferred, not seen • It can only be inferred if we see evidence that the student knows why (it works) so what? (why it matters), how (to apply it) – not just knowing that specific inference

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