achievement by design (abd) with highlights of the work of grant wiggins and jay mctighe
TRANSCRIPT
Achievement by Design (AbD)
with Highlights of the work of
Grant Wiggins and Jay McTighe
What is AbD?Backward Design Planning:
o Designing lessons with the end in mind (unit begins at the end)
o Teaching for lasting/enduring and transferable understandings
o Requiring students to apply and demonstrate their learning
Why AbD important? The teacher’s job is to “uncover” the big ideas
contained in content standards and to ensure they are understood, not to provide merely fun activities or cover a textbook or cover a textbook’s content.
– Wiggins, Grant & McTighe, Jay (1998)Understanding by Design
3 Stages of Backward Design Planning Process
1. Identify desired results
2. Determine acceptable evidence (assessment)
3. Plan learning experiences and instruction
Stage I: IDENTIFY DESIRED RESULTS
Goals: focus on Big Ideas Enduring Understandings Essential Questions Key Knowledge and Skills
Stage I: IDENTIFY DESIRED RESULTS
Goals: focus on big ideas
Enduring Understandings Essential Questions Key Knowledge and Skills
• Standards: National/ State• District Curriculum• GLE’s• Develop theme • Goals – Connect to and
meaningful to the individual facts and skills taught
Stage I: IDENTIFY DESIRED RESULTS
Goals
Enduring Understandings
Essential Questions Key Knowledge and
Skills
Enduring Understandings Can Explain: provides thorough
facts and data in their own words Can Interpret: translates to provide
meaning Can Apply: transfers the skill in
new situations Have Perspective: have critical
and insightful points of view Can Empathize: ability to “walk in
another’s shoes” Have Self-knowledge: aware of
biases and what he does and does not understand
Wiggins, Grant & McTighe, Jay (1998)Understanding by Design
Knowledge vs. Understanding
Knowledge The facts A body of coherent facts Verifiable claims Right or wrong I know something to be true I respond on cue with what I
know
Understanding Meaning of the facts The “theory” that provides
coherence and meaning to those facts
Fallible, in-process theories A matter of degree or
sophistication I understand why it is, what
makes it knowledge I judge when to and when not to
use what I know
Wiggins, Grant & McTighe, Jay (1998)Understanding by Design
Stage I: Identify Desired Results
Goals Enduring
Understandings Essential
Questions Key Knowledge and
Skills
What makes a question essential?
Thought provoking Open-ended Doorway through which learners explore key
concepts, themes, theories, issues, etc. Draws upon prior knowledge Engages students in dialogue and debates Leads to other essential questions posed by
students/ fosters inquiry Leads to understandings Leads to transfer of knowledge Goes to heart of things – the essence
Examples of essential and nonessential questions
Essential Questions Who “wins” and who
“loses” when technologies change?
What distinguishes fluent foreigners from native speakers?
Nonessential Questions How many minutes are in
an hour? What is foreshadowing?
Can you find an example in the story?
Stage I: Identify Desired Results
Goals Enduring Understandings Essential Questions
Key Knowledge and Skills
Ask What students will
know What students will be
able to do
Backward Design Part II
Determine Acceptable Evidence
Types of Acceptable Evidence:
Performance task Constructed response Test and quizzes Anecdotal Self-assessment & goal setting Student work samples Observations (Informal or on smart board)
Performance Task:
State Standards from DESE Finding online sources Computer skills Integrating technology
Assessment TypesTraditional quizzes and tests• paper/pencil• selected-response• constructed response
Performance tasks & projects• open-ended• complex• authentic
Worth being familiar with
Important to know & do
Big ideas worth
understanding
Grant Wiggins & Jay McTighe
Constructed Response:
Students answer worksheet type questions as they would on standardized tests
Tests and Quizzes:
To check for knowledge and learning
Anecdotal:
Rephrasing questioning to clarify any mislearning or misconcepts– Why isn’t the book on the shelf?
It could be on the shelving cart, new book display, or on hold for someone.
Self-assessment & Goal Setting:
Exit cards – do they know and understand PANDA?
Ask when will they use PANDA. Can they transfer the knowledge of PANDA
to using the public library online catalog or Amazon.com?
Evidence:
Evidence should be: Valid Reliable Fair Sufficient Authentic
Two Ways to Think About Assessment
Like an assessor Like an activity designer
Thinking Like an Assessor
When thinking like an assessor, we ask: What would be sufficient and revealing
evidence of understanding? Against what criteria will we consider work
and assess levels of quality? Did the assessments reveal those who really
understand from those who only seem to?
Like an Activity Designer:
When thinking like an activity designer, we ask: What would be fun and interesting activities
on this topic? What tests should I give based on the
content I taught? How will I give a grade?
Self Assess Your AssessmentHow likely is it that a student could do well by: Making clever guesses Plugging in what was learned with accurate recall but
limited understanding Producing nice products, but with limited understanding Failing to meet the goals/objectives despite having a
deep understanding
Two Important Questions
Could the performance be accomplished or the test passed without in-depth understanding?
Could the specific performance be poor, but the student still understands the ideas in question?
Goal: Answer “NO” to both!
Achievement by Design
STAGE 3
Plan learning experiences and instruction
Design lessons--a guide
W-Where are we headed and Why? H-How will we Hook the student? E-Experiences students will have; key ideas for them
to Explore in interesting ways. R-Reflect, Rethink, Revise, Refine E-Exhibit work and self-Evaluate T-Tailor to learning styles O-Organize –sequence for engagement and
effectiveness
The Key!EFFECTIVE
and
ENGAGING
Stand and Share
What makes a lesson effective and engaging?
Effective and engaging on-line catalog demo using SMARTBoard
Utilize PANDA to Explore the Library and to locate and identify information sources
Students take turns using markers to identify number of hits, title, author, status, and call number
ACHIEVEMENT BY DESIGN RESOURCES
http://www.authenticeducation.org/bigideas/ (Big Ideas a monthly online newsletter as shared by Grant Wiggins.)
esd.mb.ca/static/docs/ubd_overview.ppt - Understanding by Design power point
http://tinyurl.com/21zxx8 . Understanding by Design power point.
http://tinyurl.com/37emzh . Understanding by Design power point from Lee Summit.
Achievement By Design (website for cooperative of three area school districts including: Maplewood Richmond Heights, Bayless and Parkway.
ACHIEVEMENT BY DESIGN RESOURCES (social studies curriculum was developed using the understanding by design philosophy)
Wiggins, Grant and McTighe, Jay. Understanding by Design. ASCD, 2003.
Wiggins, Grant and McTighe, Jay. Understanding by Design Professional Development Workbook. ASCD., 2004.
http://en.wikipedia.org/wiki/Image:Cheshire_Cat_Tenniel.jpg
Alice, speaking to Cheshire Cat:“Would you tell me, please, which way I ought to go from here?”“That depends a good deal on where you want to get to,” said the Cat.“I don’t much care where,” said Alice“Then it doesn’t matter which way you go,” said the Cat.“____so long as I get somewhere,” Alice added as an explanation.“Oh, you’re sure to do that, “ said the Cat, “if you only walk long enough.” Lewis
Carroll, Alice’s Adventures in Wonderland, 1865
Life can only be understood backwards; but it must be lived forwards. Soren Kierkegaard, Journals, 1843
Finalize with assessment….match questions and answers
Do we have an enduring (although basic) understanding of Achievement by Design?