[PPT]PowerPoint Presentation - Professor Arce's...
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![Page 1: [PPT]PowerPoint Presentation - Professor Arce's ESLprofessorarce.weebly.com/uploads/1/3/9/0/13906478/ubd.pptx · Web viewWhat is UbD? UbD is a way of thinking purposefully about curricular](https://reader031.fdocuments.us/reader031/viewer/2022030421/5aa841577f8b9a81188b541a/html5/thumbnails/1.jpg)
Understanding by Design
Prof. Miguel A. Arce RamosELED 208Methodology of Elementary English Education
![Page 2: [PPT]PowerPoint Presentation - Professor Arce's ESLprofessorarce.weebly.com/uploads/1/3/9/0/13906478/ubd.pptx · Web viewWhat is UbD? UbD is a way of thinking purposefully about curricular](https://reader031.fdocuments.us/reader031/viewer/2022030421/5aa841577f8b9a81188b541a/html5/thumbnails/2.jpg)
What is UbD?• UbD is a way of thinking purposefully about curricular
planning and school reform.
• It offers a 3-stage design process, a set of helpful design tools, and design standards -- not a rigid program or prescriptive recipe.
• The primary goal of UbD is student understanding: the ability to make meaning of “big ideas” and transfer their learning.
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What is backward Design• Planning is best done ”backward” from the desired
results and the transfer tasks that embody the goals.
• The 3 Stages (Desired Results, Evidence, Learning Plan) must align for the unit to be most effective.
• “Transfer” refers to the ultimate desired accomplishment: what, in the end, should students be able to do with all this ‘content’, on their own, if this and other related units are successful?
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UbD
Stage 1: Identify desired results
Stage 2: Determine acceptable evidence
Stage 3: Plan learning experiences & instruction
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What is backward design?• We’re used to jumping to lesson and activity ideas -
before clarifying our performance goals for students
• By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results.
![Page 6: [PPT]PowerPoint Presentation - Professor Arce's ESLprofessorarce.weebly.com/uploads/1/3/9/0/13906478/ubd.pptx · Web viewWhat is UbD? UbD is a way of thinking purposefully about curricular](https://reader031.fdocuments.us/reader031/viewer/2022030421/5aa841577f8b9a81188b541a/html5/thumbnails/6.jpg)
There are three big ideas per stage:
Three Big
Ideas
2. What’s
the evidenc
e?
1. What are the
big ideas? 3. How
will you get
there?
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What is behind each stage?• Stage 1:
Understandings
Questions
Content Standards
Knowledge and skill
![Page 8: [PPT]PowerPoint Presentation - Professor Arce's ESLprofessorarce.weebly.com/uploads/1/3/9/0/13906478/ubd.pptx · Web viewWhat is UbD? UbD is a way of thinking purposefully about curricular](https://reader031.fdocuments.us/reader031/viewer/2022030421/5aa841577f8b9a81188b541a/html5/thumbnails/8.jpg)
What is behind each stage?•Stage 2:
RubricsOther EvidenceTask
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What is behind each stage?•Stage 3: •Learning Plan
![Page 10: [PPT]PowerPoint Presentation - Professor Arce's ESLprofessorarce.weebly.com/uploads/1/3/9/0/13906478/ubd.pptx · Web viewWhat is UbD? UbD is a way of thinking purposefully about curricular](https://reader031.fdocuments.us/reader031/viewer/2022030421/5aa841577f8b9a81188b541a/html5/thumbnails/10.jpg)
Order• There are many ‘doorways’ into successful
design – you can start with...• Content standards• Performance goals• A key resource or activity• A required assessment• A big idea, often misunderstood• An important skill or process• An existing unit or lesson to edit
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Stage 1: Identify desired results
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Identify desired results• What do I want my students to understand?
• What should students know, understand and be able to do?
• What are our overall objectives of the unit?
• What will the student recall and remember about the unit?
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Identify desired results•Key: Focus on Big ideas• 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 content standards are addressed explicitly by the unit?
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Identify desired results• Organize content around key concepts
• Show how the big ideas offer a purpose and rationale for the student
• You will need to “unpack” Content standards in many cases to make the implied big ideas clear
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Essential 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 & connected learning?
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Stage 2: Determine acceptable evidence
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Determine acceptable evidence• How will we know if students have achieved the desired results?
• What are key complex performance tasks indicative of understanding?
• What other evidence will be collected to build the case for understanding, knowledge, and skill?
• What rubrics will be used to assess complex performance?
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Determine acceptable evidence• 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.
• The assessments should be:• Be grounded in real-world applications, supplemented as needed by more
traditional school evidence
• Provide useful feedback to the learner, be transparent, and minimize secrecy
• Be valid, reliable - aligned with the desired results of Stage 1 (and fair)
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How can we determine if a student knows?• The student must pass through the following 6 facets:
Explain Interpret Apply
Shift Perspective
see it as its author/speak
er saw itSelf-asses
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Stage 3: Plan learning experiences & instruction
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Plan learning experiences & instruction• Finally, after you have decided what results you want
and how you will know you’ve achieved them, then you start planning how you’re going to teach.
• You can now move to designing your instructional strategies and students’ learning activities.
• What are the best exercises, problems or questions for developing your students’ ability to meet your learning goals?
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Plan learning experiences & instruction• How can they practice using new knowledge to gain the skills
you want them to learn?
• How can they apply their learning?
• Devise active and collaborative exercises that encourage students to grapple with new concepts in order to “own” them.
• You want to foster increasing understanding, not rote memorization.