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The mere imparting of information is not education. Above all things, the effort must result in helping a person think and do for himself/herself.
Carter G. Woodson
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What is the primary goal in my course?
• Cover the basic material• Impart new discipline knowledge• Facilitate student learning• Ensure student success• Other
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Traditional course design…• Content coverage
• Activity centered
• Not always clear connection to desired learning outcomes or larger understanding
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Traditional course design
Choose text
Identify chapters to be covered
Develop lectures or labs
Create exams
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Understanding by Design• Wiggins and McTighe• Represents BIG ideas with value beyond the classroom• Requires “uncoverage”• “Backward Design” - key• Engages students
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Understanding by Design –Why Bother?
• Focus on what you want students to achieve
• Move away from “coverage”
• Improve student and faculty engagement
• Connect course outcomes, assessments, and activities• Facilitates mapping of course outcomes and student
assessment to program, department, and institution – level goals
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Understanding by Design by Grant Wiggins
Two Big Ideas of Understanding by Design Jay McTighe
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Plan Learning Experiences
Determine Acceptable Evidence
Identify Desired Results
Backward Design
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Stage 1: Identify the Desired Results
• Outcomes Program, course, unit
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Learning OutcomesWhat will my students know?
What will my students be able to do?
What will my students be to understand/appreciate?
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Identifying Key IdeasBig-picture knowledge, allowsOne to find and retrieve information
Prerequisites for success
Students will know long after the class ends
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Something to think about….Course Outcomes
Concepts and issues- What must the student understand to demonstrate the intended outcome?
Process skills-What skills must the student master to demonstrated the intended outcomes?
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Key Ideas….Choose a course.
Identify what is…worth being familiar withimportant to know and doenduring understandings
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Stage 1: Identify the desired results(based on Understanding by Design by Grant Wiggins and Jay McTighe)
Learning Outcomes• What relevant goals (eg. course outcomes) will this design address?
Understandings:Students will understand that ….• What are the big ideas?• What specific understandings about
them are desired?• What misunderstandings are
predictable?
Q Essential Questions:• What provocative question will foster
inquiry, understanding, and transfer of learning
Students will know…• What key knowledge and skills will the
student acquire as a result of the this unit?
• What should they eventually be able to do as a result of such knowledge and skills?
A Students will be able to…
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Stage 2: Determine Acceptable Evidence
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How will you know if students have achieved the desired results and met the expectations?
What will you accept as evidence of student understanding and proficiency?
What is evidence of in-depth understanding as opposed to superficial or naïve understanding?
What kinds of assessment evidence will anchor units and guide instruction?
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To what extent do the assessments provide fair, valid, reliable, and sufficient measured of the desired results?
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Fair allow for students of both genders and all backgrounds to do equally well.
Valid an indication of how well an assessment actually measures what it is supposed to measure
Reliable an indication of the consistency of scores across evaluators or over time
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Plan a range of assessment
formative
summative
balance useobservations
quizzes and tests
performance tasks
projects
must support students in developing understanding
give students opportunities to demonstrate that understanding
criterion-basedstudent self-assessment
essay or paper
webpage
portfolio
authentic learning tasks
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Stage 2 – Assessment EvidencePerformance Tasks:• Through what authentic
performance tasks will students demonstrate the desired understandings?
• By what criteria will performance of understanding be judged
Other Evidence:• Through what other evidence (eg.
quizzes, tests, observations, reading response) will students demonstrate achievement of the desired results?
• How will students reflect upon and self-assess their learning?
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Rubrics 1Rubric 2
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Co-Constructing Criteria
What makes a “good” oral presentation?
List one attribute per sticky note.When complete put sticky notes on designatedchart paper.
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• With your partners, group attributes together.
• Title each category. • Share your categories and their content with the large group.
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Stage 3: Plan Learning Experiences
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“ Beyond learning about a subject, students will need lessons that enable them to experience directly the inquiries, arguments, applications, and points of view underneath the facts and opinions they learn if they are to understand them.”
(Source: Understanding Design by Grant Wiggins & Jay McTighe, p. 99)
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The learning experience requires students to:
“Theorize, interpret, use, or see in perspective what they are asked to learn…(or) they will not likely understand it or grasp that their job is more than recall.”
Source: Understanding Design by Grant Wiggins & Jay McTighe, p. 99
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Rich Learning Experiences• Role-play• Problem-based activities
• Case studies• Simulations• Dramatizations
• Project based• Practicums• Service learning• Situational observations
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Authentic Learning
Authenthtic Learning Assessment
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Plan Learning Experiences
Determine Acceptable Evidence
Identify Desired Results
Backward Design
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What are the advantages of UnderstandingBy Design approach to program, course,and unit development?
What are the challenges of implementing anUnderstanding By Design approach?
Additional thoughts, comments….
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Alignment
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“Education is not filling a pail, but the lighting of a fire.”
-William Butler Yeats