ubd for boe 11-09 rev

8/2/2019 UbD for BOE 11-09 rev

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Garden City Public Schools

Understanding by Design

A Presentation to the Board of Education

November 10, 2009


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Mission Statement

The Garden City School District seeks to create an

environment for learning which enables each student the

opportunity to grow as an individual as well as a group member

while striving to achieve the optimal level of academic, social andpersonal success.

Students will thrive in a learning environment that is

developmentally appropriate, individualized and challenging.

Our goal and responsibility is to help each student

develop an enthusiasm for learning, a respect for self and others,

and the skills to become a creative independent thinker and

problem solver.


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http://www.learner.org/vod/vod_window.html?pid=9
http://www.learner.org/vod/vod_window.html?pid=9http://www.learner.org/vod/vod_window.html?pid=9http://www.learner.org/vod/vod_window.html?pid=9http://www.learner.org/vod/vod_window.html?pid=9


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Obstacles encountered on the road to understanding


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Understanding by Design: Key beliefs about the nature

of learning

(Wiggins & McTighe, March 2006)

A key goal of learning is fluent and flexible transfersuccessfully using one'sknowledge and skill on worthy tasks in important, realistic situations.

Success at transfer depends on understanding the big ideas that connect otherwise

isolated or inert facts, skills, and experiences, enabling learners to meet andunderstand new challenges.

An understanding is a realization that the learner experiences about the power of anidea. We cannot give understandings; we need to engineer them so that learners seefor themselves how an idea can empower them to make sense of things.

Learners require clear priorities and a practical knowledge of the work productsinvolved to meet goals and understand standards of excellence.

Learners require regular, timely, and user-friendly feedback to understand goals,

produce quality work, and meet high standards.


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UbD: Backward Design Establish Goals

NYS Standards & NYS Core Curricula

Understandings: Students will knowStudents will be able to

Essential Questions

Stage 1: Identify

Desired Results

Performance Tasks

Authentic assessments

Criteria for assessment

Other Evidence

Tests, quizzes, homework, etc.

Stage 2: Determine

Acceptable Evidence

Learning Activities

Use WHERETO (where the unit is going and what is expected, hookand hold interest, experience key ideas and explore the issues, rethinkand revise understandings and work, evaluate their work, tailored to

the different needs, interests and abilities of students, organized tomaximize engagements and effective learning) to guide instructionalplanning

Stage 3: Plan

Learning Experiences

and Instruction

As in: Your road test
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Stage 1: Identify Desired Results- Understandings

Worth Being

Familiar With

Important to

Know and Do

Big Ideas andCore Tasks

Familiar withKey figures who contributed to the Reconstruction

Process

All nonessential terminology (Freedmens Bureau,

scalawags, carpetbagger, etc.)

Important to know and doCauses and effects of the passage of the ReconstructionAmendments: 13th, 14th and 15th Amendments

Social problems caused by Reconstruction: Black Codes, KuKlux Klan, Sharecropping & Segregation (Jim CrowLaws)Causes and effects of the Supreme Court casePlessyv. Ferguson

Big Ideas framed as UnderstandingsGovernment both reflects and shapes society.Throughout history, people have struggled to gain equality.

Core TasksCompare and evaluate the different Reconstruction Plans;Analyze the political, social and economic changes in theSouth as a result of Reconstruction;Evaluate the overall success of Reconstruction in achievingits goals;Evaluate the extent to which the New South was different

from the old south.


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Big Ideas: Transfer Across Subjects and

Grade LevelsMath

Standard 3: Mathematics Students will understand mathematics

and become mathematically confident

by communicating and reasoning

mathematically, by applying

mathematics in real-world settings

Big Idea

Discussing the process of solving

arithmetic problems leads to greater

understanding of specific mathematical

processes.

Standard 4: Science Students will understand and apply

scientific concepts, principles and

theories pertaining to the physical

setting and living environment and

recognize the historical development of

ideas in science

Big Ideas Living things depend on one another.

Humans and Earth have a

interdependent relationship.


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Writing Standard 1

Students will read, write, listen, and speak for information and understanding. As

listeners and readers, students will collect data, facts, and ideas; discover

relationships, concepts, and generalizations; and use knowledge generated from

oral, written, and electronically produced texts

Big Ideas

Writers study a variety of texts to reflect on their learning and drive their growth.


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Essential Questions: Doorways to

Understanding

Open-ended questions that are thought-provokingand interpretive

Essential Questions are at the core of the content

and often lead to or require further investigation

Essential Questions:

Have no obvious right answer

Raise more questions

Address concepts that are key to the discipline

Major professional organizations endorse the

use of essential questions to structure contentWiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision

and Curriculum Development


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Big Ideas Essential Questions

Art both reflects apeoples historyand culture and

creates that history

and culture.

Are artiststrailblazersor mirrors?

Poetry capturesmany ideas with ahandful of words.

Whatmakes a

linepoetic?


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Essential Questions: OverarchingTo what extent does geography shape history and culture?

Native Americans

Exploration

Road to the American Revolution The American Revolution

Manifest Destiny

Civil War

Industry

Westward Expansion

Imperialism

WWI & WW II The Cold War

To what extent did the United States fulfill the

ideals of the Declaration of Independence?

Creating a Republic

The New Government Begins

The Jefferson Era

Manifest Destiny

The Civil War

Reconstruction

Westward Expansion

Civil Rights Movement

What is worth fighting for? Can conflict

be avoided?

Native Americans

Road to the American Revolution The American Revolution

Creating a Republic

The New Government Begins

The Jefferson Era

Manifest Destiny

The Civil War Progressive Movement

Westward Expansion

Imperialism

WWI

WWII

The Cold War The Gulf War & the War in IraqWhat makeswriting worth

reading?

All units


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Essential Questions: Topical

Overarching question

To what extent did the United States fulfill theideals of the Declaration of Independence?

Topical questions

To what extent did the US fulfill the ideals of theDeclaration of Independence by 1850?

To what extent did Reconstruction result in equalityfor the freed slaves?

How has the Supreme Court succeeded/failed inpromoting the ideals of the Declaration of

Independence?


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What does it mean to Assess?


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What assessment tasks willanchor our curricular unitsand guide our instruction?

How will we know ifstudents have achieved the

desired results?

What will we accept asevidence of studentunderstanding and

proficiency?

Stage 2: Determine Acceptable

Evidence: Begin with the End in Mind


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Types of AssessmentA Balanced Approach

Performance Task The performance task is at the heart of the learning.

A performance task is meant to be a real-world challenge in the thoughtful and effective use

of knowledge and skill an authentic test of understanding, in context.

Criteria Referenced Assessment Tests, Quizzes, Prompts

These provide instructor and student with feedback on how well the facts and concepts are

being understood.

Unprompted Assessment and Self-Assessment observations, dialogues, anecdotal notes

3-2-1 Card


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Authentic Assessment in Progress

PerspectiveApplication

Explanation

Self Knowledge

InterpretationEmpathy


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Global History 10R

Overarching Essential Question:

To what extent do individuals shape history?

Research Paper Assignment:

To what extent did ___________________ shape history?


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W Where is the unit headed? And Why?H Hook students in the beginning and Hold their attentionE Equip students with necessary experiences, tools, knowledge to meet performance goalsR Students should Rethink big ideas, Reflect on progress and Revise their work

E Provide opportunities for students to Evaluate progress and self-assessT Tailor to reflect individual interest, talents, styles and needsO Be organized to optimize deep understanding as opposed to superficial coverage

WHERE TO

Stage 3Learning Experiences:Putting it all Together

Creating lessons and assessments that reflect the Big Ideas & Essential Questions

Unit Title: A Nation is Created


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Unit Title: A Nation is Created

STAGE 1DESIRED RESULTS

Understanding(s) /Big Ideas:

Government policies shape the relationship between the government

and its citizens.

The actions of individuals shaped the course of early American

history.

The Declaration of Independences outlines the ideals on which the

United States was founded.

Essential Question(s):

What is the purpose of government?

How do individuals shape history?

What is worth fighting for? Can conflict be avoided?

To what extent has the history of the United States been a history of

progress for all people?

How does geography shape history?Student Objectives/Learning Outcomes:

Students will be able to:

Identify laws passed by British Parliament to restrict colonists freedoms or tax the colonists after the French and Indian War

Describe the effect the French and Indian War had on the colonies and on Britain

Explain the political, economic and social causes of the American Revolution

Evaluate the effectiveness of colonial forms of protest

Evaluate the decision of the 13 Colonies to rebel from Britain

Describe the purpose of the Declaration of Independence

Compare the ideals of the Declaration of Independence to the reality of the United States of America in 1776

Identify and map key turning points in the American Revolution

Analyze the reasons for the United States victory in the American Revolution

STAGE 2ASSESSMENT EVIDENCEPerformance Task(s):

o Rewrite the Declaration of Independence in their own words.

o Create a timeline of events leading up to the Revolutionary War

o RAFT- students will write a letter to Parliament from the point

of view of a colonisto Thesis based essay -- revolution

Other Evidence:

o Test

o DBP

STAGE 3LEARNING ACTIVITIESLearning Activities: Students will:

- participate in a town hall meeting in which they will debate the merits of breaking away from Britain.

- investigate the conditions of African Americans and women during the American Revolution using primary documents- paintings of

women, quotes from George Washington, diaries.

- read primary source documents about the winter at Valley Forge and write a poem from the point of view of one of the soldiers

- Reenact The Battle of Saratoga- students will be assigned to research a specific general involved in the Battle of Saratoga. With their

group they will research the generals role in the battle. Students will then act out the battle using a giant map and army men showingthe strategy of each side as well as the outcome of the battle.


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After the debate, students will respond, in writing, to the question:

Were the colonists justified in their fight against the British?

Students must write a thesis and support their view with evidence from the debate.

Were the colonists justified in their fight against the British?

Situation: Pretend you are a colonist in 1775. Your town has called a meeting to discusswhether the local militia should support the revolution against Britain.

Task: You will be assigned the perspective of either a Loyalist or Patriot. In yourassigned role, you will debate the issue of breaking away from Britain. You must try toconvince the members of your town to support your views. To prepare for the debate:

Read selected primary sources from Loyalists and Patriots.Identify arguments from both sides of the issueFormulate your position and provide evidence to present at the town hall meetingDiscuss, with your neighbors. the merits of going to war with Britain Participate in the town vote to decide the issue.

Essential Question: What is worth fighting for?


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What Does a UbD Classroom Look Like?

PZ

U d di b D i


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Understanding by Design

UbDAssessment in the World Languages Classroom


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In a UbD Classroom:

Anticipate key misunderstandings and assesss todetermine if those misunderstandings were

overcome

Regularly ask students to show their work, give

reasons for answers, and show connections to largerprinciples or ideas in the answers

Ask the student to transfer that explanation to a

new or different problem, situation or issue

Tap into the various facets to broaden the evidence:

When demanding a hands-on application, also

require interpretation.


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The Unit Collage illustrates an approach toassessment that would be different fromtraditional modes in that students are toapply their knowledge of a thematic unit ina creative way while adhering to specificparameters. While they must also

demonstrate their basic recall knowledgeon a criterion referenced test on the samematerial, the unit collage allows forcreative, higher order, outside the box

thinking. Students needed to use theBackward Design model when planning

this collage, while also adhering to thegiven guidelines. The main focus of theunit collage is for students to plan their

work and work their plan.


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Les Parties du Corps

Le visage

Le genou

Le nez

La boucheLe cou

La main

La cheville

Le pied

Le coude

Les cheveux
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Les Maladies

La grippe

Mal a lestomac

De la fievre

Mal a loreille

Mal aux dents

Mal a la tete


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The Connection Between

Special Education &Understanding By

Design

Individualized Education Plan

(IEP) Goals

2009 Self Contained

Speech & Exposition Class
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Why Backward Is Best

Backward design provides

an academic itinerary

designed to reach a specific

destination.

By knowing our destination

we can chart our academic

course effectively.


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Resources on our web site


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for your attention!


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6 Facets of Understanding

Explanation: What does this mean? A student who understands can explain. To explain is to provide

thorough, supported, and justifiable evidence and argument.Student who are able to explain can make predictions, ask keyquestions, provide insights and identify the big idea.

Interpretation: What does this mean? A student who understands can interpret. To interpret is to tell

meaningful stories that offer various translations; providingbackground knowledge to ideas and events; make it personal oraccessible through images, anecdotes, analogies, and models.

Application: What does this mean? A student who understands can apply effectively. Students use andadapt what is known in various contexts. Students are able to adjustas they understand.

Break this down to include associated picture with each slide


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6 Facets of Understanding

Perspective: What does this mean? A student who understands has perspective. Perspective is when a

student can see and hear points of view through critical eyes andears; know the limits and the worth of an idea; can see the bigpicture.

Empathy: What does this mean?

A student needs to empathize to understand. To empathize is to findvalue in anothers situation or idea; assume that an odd idea maycontain worthwhile insights; see incomplete or incorrect elements ofideas; explain misconceptions viewed by others.

Self Knowledge: What does this mean? Self-Knowledge is the ability to perceive the personal style, prejudices

and get beyond them; recognize strengths and weaknesses;question ones own ideas; accept feedback from others.


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What Does NOTChange with UbD?

The teachers role as

instructional leader

The teachers unique style as

instructor

Classroom management

State and district standardsand courses of study

Report cards

The teachers prerogatives as

decision-maker in lessonimplementation

ubd for boe 11-09 rev

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