UbD_Session#3
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Unit Planning ED 699 Professor Sumbera
Transcript of UbD_Session#3
Unit PlanningED 699
Professor Sumbera
The “Big Ideas” of UbD
UbD big idea Why is this important?
If not…
Backward Design
Plans need to be well aligned to be effective
Twin sins: Aimless activity and coverage
Transfer as goal The essence of understanding and the
point of schooling
Students fail to apply learning
Understanding via Big Ideas
How transfer occurs; creates connections in
learning
Fragmented learning; more difficult, less
engaging
Meaningful Learning
This engages and invites students
Plans need to be well aligned to be effective
District
Site
©
What must students know and be able
to do?
Focus on Learning Question #1Focus on Learning Question #1
(Standards)
Unwrap United States History
12.4
Students analyze the unique roles & responsibilities of the three branches of government as established by the U.S. Constitution.
The “Big Ideas” of UbD
I want students to understand…
• The US Constitution
• The three branches of US government
Unwrap United States History
12.4
Students analyze the unique roles & responsibilities of the three branches of government as established by the U.S. Constitution.
Unwrap United States History
12.4
Students analyze the unique roles & responsibilities of the three branches of government as established by the U.S. Constitution.
The “Big Ideas” of UbD
I want students to understand…
I want students to be able to analyze the roles & responsibilities in order to explain that…
(Content, not Big Ideas)
The US Constitution
The three branches of US government
The US Constitution was a solution based on compromise to real & pressing problems, and disagreements in government
They were a brilliant balance and limitation of powers
CPT
Assessment
Standards InstructionalStrategies
Released
ItemsBloom’s
Pacing Guides
Blue
prin
ts
Differentiation
PLC
SADIE
SIOP
Technology
Lesson Plans
Effective Classroom Instruction & Monitoring
Data
Checking for
Understanding
Assessment
Standards
InstructionalStrategies
Bloom’s
Pacing Guides
Technology
Checking for
Understanding
Effective Classroom Instruction & MonitoringOn One Standard
Differentiation
SIOP
Data Released Items
SADIELesson Plans
PLC
CPT
“Teachers and students can hit any target they can see and will hold still.” Rick Stiggins
Guide until it is easily obtained.
How will we know if they know it and
can do it?
Focus on Learning Question #2Focus on Learning Question #2
(Assessment)
The “Big Ideas” of UbD
1. Identify Desired Results
What is it that I want the students to understand and know and be able to do?
2. Determine Acceptable Evidence
How will I know that they know what I want them to know?
3. Plan Learning Experiences
What do I need to do in the classroom to prepare them for the assessment?
Identifying Your AssessmentsIdentifying Your Assessments Determine HOW you will assess the
essential standards (Assessment Method)
Determine What you will assess (Unpacked Standards & RTQ)
Determine WHEN you will assess (Pacing Guide & Lesson Plans)
Plan Backward from What’s Essential…
Worth being
familiar with
Important to know and do
Enduring understandings
Adapted from Wiggins and McTighe,
Understanding by Design
Assessment TypesTraditional quizzes & tests
-paper/pencil
Performance Tasks & Projects
-open-ended
-complex
-authentic
Oral Assessments
-conferences
-interviews
-oral questionning
When?When?Formative Summative
How will we ensure they learn it?
Focus on Learning Question #3Focus on Learning Question #3
(Teaching strategies)
Critical Steps for SuccessCritical Steps for Success1. Identify and define significant recursive instructional
needs (common errors)
2. Plan and implement instructional solutions (research-based strategies)
3. Consistently and frequently monitor student improvement (document effective practices)
4. Utilizing evidence to drive reflection, analysis, and next steps (DDDM)
