u nderstanding by d esign ums o pening d ay 2011

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UNDERSTANDING BY DESIGN UMS OPENING DAY 2011

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Page 1: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

UNDERSTANDING BY DESIGNUMS OPENING DAY 2011

Page 2: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

AGENDA

Puzzle Activity The Value of UbD The Understanding in Understanding

by Design Hear From an Expert - Webinar Break UbD in a Nutshell Teacher Collaboration Examples of UbD Units UbD Jeopardy

Page 3: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

WHY UBD?

Page 4: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

COMPLETE THIS SENTENCE.

• By the end of this year, I want my students to be able to, on their own, use ALL of the content learned this year to…

We’ll come back to this.

Page 5: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

WE’VE DONE…

• Curriculum Mapping• Quarter Assessments• Item Analysis• Unit Alignment

and the list continues…

So, what’s so different about Understanding by Design?

Page 6: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

WHAT’S DIFFERENT

This is NOT just another initiative.

This is NOT something that will just go away.

This is NOT something just to complete and turn in.

Page 7: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

This IS a different way of thinking about teaching.

This IS a process, not a product.

This WILL continue in years to come.

This WILL help make us a true PLC.

This WILL improve teaching & learning.

WHAT’S DIFFERENT

Page 8: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

WHAT IS THE POINT OF SCHOOL?

The point is not to get good at school.

The point is genuine understanding that can be used beyond school.

Page 9: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

BA

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Most curriculum documents, textbooks and programs are simply a TOUR of content. This will never cause UNDERSTANDING.

Many teachers plan with only the content, the topics, or the activities in mind. This will never cause UNDERSTANDING.

Classrooms often march through the content to get it all done. This will never cause UNDERSTANDING.

Teachers reinforce simple recall and prompt memorized material to ensure good grades. This will never cause UNDERSTANDING.

Page 10: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

WHAT WE REALLY WANT IS…

for students to USE the content.

for students to make their own MEANING.

for students to APPLY the content.

We don’t want kids to just know the content.

Page 11: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

THIS MEANS…

We must plan backwards from USES of the content that demonstrate true understanding.

Page 12: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

WE’RE BACK TO YOUR SENTENCE. Look at it again. Did you finish the sentence

listing the content or topics you want kids to understand?

By the end of this year, I want my students to be able to, on their own, use ALL of the content learned this year to… understand Newton’s three laws of motion. understand the Constitution. know the types of genres.

If so, it’s time to make revisions. What are the USES of the content you teach? What do students really need to understand about your content? What are the applications?

Page 13: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

WHAT ARE THE USES OF THE CONTENT YOU TEACH? WHAT DO STUDENTS REALLY NEED TO UNDERSTAND ABOUT YOUR CONTENT? WHAT ARE THE APPLICATIONS?

Take five minutes and share and discuss your sentence with a partner at your table. Make revisions to include these answers as needed.

Page 14: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

WE NEED TO START THINKING ABOUT WHAT WE WANT KIDS TO REALLY UNDERSTAND ABOUT THESE TOPICS.

HOW WILL THEY USE THE CONTENT?

HOW CAN THEY APPLY IT TO LIFE OUTSIDE OF SCHOOL?

Page 15: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

Why UbD?SO, ONCE AGAIN.

•UbD provides us with a smart framework to help us really change how we think about and plan our teaching.

•UbD helps ensure that our students gain genuine understanding that can be used beyond school, not just filling the role of being “good at school”.

•UbD will be a necessary ingredient for us to become a true Professional Learning Community.

Page 16: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

THE UNDERSTANDING IN UNDERSTANDING BY

DESIGN

The UbD framework is based on UNDERSTANDING.

GROUP ACTIVITYWith your table group, complete a T-Chart illustrating the difference between each statement:

If you really understand, you can…

If you don’t really understand what you know, then you can only…

Page 17: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

UNDERSTAND VS. UNDERSTANDINGIf you really understand you can...

If you don’t really understand what you know, then you can only...

Page 18: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

T-CHART SHARE OUT

Page 19: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

LET’S HEAR FROM THE EXPERT, GRANT WIGGINS.

Page 20: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

TAKE FOUR MINUTES AND DISCUSS THE WEBINAR WITH YOUR TABLE GROUP.Are there any discussion points your table would like to share with the entire room?

Page 21: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

UBD IN A NUTSHELL

Big Idea: UbD is a way of thinking purposefully about

curricular planning and school reform.

Goal: To increase student understanding – the ability to

make meaning of “big ideas” and to transfer learning.

Process: Three-Stage Design

Stage 1: Desired Results Stage 2: Evidence Stage 3: Learning Plan

Page 22: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

UBD IN A NUTSHELL - STAGE ONE

Focus is to make sure that learning goals are framed in terms of understanding.

The goal of understanding has two connotations: making “meaning” of big ideas autonomous “transfer” of learning

to new situations

Research shows that students need to grasp the big ideas if they are to make sense of their lessons, and transfer their learning to new lessons, novel problems, and real-world situations.

What long-term transfer goals are targeted?

What meanings should students make in order to arrive at important understandings?

What essential questions will students explore?

What knowledge and skill will students acquire?

What established goals/standards are targeted?

Stage 1: PurposeStage 1: Desired Results

Page 23: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

UBD IN A NUTSHELL - STAGE TWO

Focus is on “valid evidence” – to make sure that what we assess and how we assess follows logically from the Stage 1 goals.

Assessing for understanding requires... evidence of the students’

ability to insightfully explain or interpret their learning.

evidence of the students’ ability to apply their learning in new, varied, and realistic situations.

What performances and products will reveal evidence of meaning-making and transfer?

By what criteria will performance be assessed, in light of Stage 1 desired results?

What additional evidence will be collected for all Stage 1 desired results?

Are the assessments aligned to all Stage 1 elements?

Stage 2: Purpose Stage 2: Evidence

Page 24: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

UBD IN A NUTSHELL - STAGE THREE

Focus is to make sure that what we teach and how we teach follows logically from and aligns with the Stage 1 and Stage 2 goals: acquisition meaning-making transfer

Teaching for understanding requires... that students be given numerous

opportunities to draw inferences and make generalizations for themselves.

Understandings cannot be simply told; they have to be actively constructed by the learner.

What activities, experiences, and lessons will lead to achievement of the desired results and success at the assessments?

How will the learning plan help students with acquisition, meaning-making, and transfer?

How will the unit be sequenced and differentiated to optimize achievement for all learners?

How will progress be monitored? Are the learning events in Stage

3 aligned with Stage 1 goals and Stage 2 assessments?

Stage 3: Purpose Stage 3: Learning Plan

Page 25: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

TEACHER COLLABORATION

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PEER REVIEW AND COLLABORATIVE GRADING

Peer Review A cross-curricular share and discuss of UbD’s Has a set protocol.

Collaborative Grading Allow teachers to bring student work samples to

the table to score using a common rubric. Teachers will have the time to discuss the

effectiveness of the common rubric being used and make any necessary changes.

Page 27: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

PROFESSIONAL SHARING

Five Staff Development Days Groups will present their UbD’s to the whole

staff in some fashion.

Page 28: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011

THREE UBD UNIT EXAMPLES

Algebra Unit

Music Unit

UMS 6th Grade ELA Unit: Genre Study

Page 29: U NDERSTANDING BY D ESIGN UMS O PENING D AY 2011