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Understanding by Design NESD Model for Curriculum Implementation

Understanding by Design NESD Model for Curriculum Implementation. Presented by DI Team March, 2009. What is Understanding by Design (UbD)?. Unit-planning process Created by Grant Wiggins and Jay McTighe Known as “backwards design” Begins with the end in mind Beginning stages of UbD.

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Understanding by Design NESD Model for Curriculum Implementation

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  1. Understanding by DesignNESD Model for Curriculum Implementation Presented by DI Team March, 2009

  2. What is Understanding by Design (UbD)? • Unit-planning process • Created by Grant Wiggins and Jay McTighe • Known as “backwards design” • Begins with the end in mind • Beginning stages of UbD

  3. Basic Stages of UbD Stage 1:Identify desired results • Curriculum Goals and Learner Outcomes • Big Ideas • Essential Questions/ Enduring Understandings • Know/ Understand/ Do Stage 2: Determine acceptable evidence • Formative/Summative Assessments Stage 3: Plan learning experiences and instruction • Developing the Learning Plan • Consider how to differentiate

  4. Stages of Backward Design

  5. Curriculum Actualization • UbD requires teachers to examine curriculum to align the learning plan/assessment with provincial expectations • UbD leads students and teachers to higher level of thinking and inquiry • Links assessment directly to learning outcomes

  6. Establishing Curricular Priorities

  7. Meeting the Learner Needs • Invites us to attend to the child • Allows for scaffolding for students • Clarifies outcomes that all children are expected to learn • Clarifies what students need to understand, know, do

  8. The How-to’s of UbD • Categories within the process are most important • Many entry points • UbD takes time to do well • Units are often revised as teachers reflect on effectiveness • Process may guided by organizer use

  9. Big Ideas • Invite higher levels of thinking • Requires uncovering throughout the unit • Transfers across grades or subject areas ‘A big idea is a way of usefully seeing connections, not just another piece of knowledge…..it is more like a theme than the facts of a story.’ (Grant Wiggins, 2007)

  10. Essential Questions/Enduring Understandings • Stimulates thought, provokes inquiry, and generates questions • Interdisciplinary – invites you to transfer and apply learning • Links to curriculum

  11. ‘They require new thought rather than the mere collection of facts, second-hand opinions, or “cut-and-paste” thinking…many of us believe that schools should devote more time to essential questions and less time to Trivial Pursuit.’ (Jamie McKenzie, 2008)

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