Lesson PlanningMATP 672

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 #1

Focus on Learning Question #1

(Standards)

12.4Students analyze the unique roles & responsibilities of the three branches of government as established by the U.S. Constitution.

Unwrap United States History

The “Big Ideas” of UbD

I want students to understand…

• The US Constitution

• The three branches of US government

12.4Students analyze the unique roles & responsibilities of the three branches of government as established by the U.S. Constitution.

Unwrap United States History

12.4Students analyze the unique roles & responsibilities of the three branches of government as established by the U.S. Constitution.

Unwrap United States History

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?

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)

Identifying Your Assessments

Identifying Your Assessments

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 #3

Focus on Learning Question #3

(Teaching strategies)

Critical Steps for SuccessCritical Steps for Success

1. 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)