ubd tools for effective unit design

UbD as a Tool forUbD as a Tool forEffective Unit DesignEffective Unit Design


Presented byPresented by

Connie Petner, Libby Skinner, Gina Connie Petner, Libby Skinner, Gina Venezia, Bob Cashill, Tom White,Venezia, Bob Cashill, Tom White,

Glenn Cesa, Anthony Lanzo, Rich RampollaGlenn Cesa, Anthony Lanzo, Rich Rampolla

Something toThink About

What’s the BIG Picture?

Using the UbD Framework, develop a unit for October 10th follow-up professional day

Receive related training in Curriculum Mapping from Rubicon Atlas

Participate in follow-up professional development meetings with other staff & today’s trainers

Utilize the UbD wikihttp://www.veronaubd.wetpaint.com

You can do it – We can help!

Rank the followingin order of importance in developing your lessons:

• New Jersey Core Curriculum Content Standards

• Teacher Editions• Assessments• District Curriculum• Taught Curriculum

UbD…huh???• UbD stands for Understanding by

Design.• It is a recommendation for

effective unit design in education.• It was developed by Grant Wiggins

and Jay McTighe.

By design, UbD addresses

these key areas• Teachers who teach the textbook• Courses with no transparent

priorities or goals• Courses that have no clear relation

to state standards, program goals, and/or school mission

The BIG ideas of UbDUbD Big Idea Why important? If

not… Backward Plans need to be Aimless activity

or`Design well aligned to be coverage

effective

Understanding The essence of Students fail to

Transfer understanding & the applypoint of schooling Poor test

results

Understanding How transfer happens Learning is more

via Big Ideas Makes learning more difficult, lessconnected engaging, and

fragmented

Two Key Understandings

• You must design “backward” from understanding if you want to achieve understanding “by design”

• Without transparent and important priorities - stated as performance, not content - neither teacher nor student can be effective; nor can they make wise decisions when inevitable adjustments

have to be made

Example:Teacher 1

In late April, a history teacher begins to panicbecause he cannot finish the textbook unless heaverages 40 pages per day. He decides to eliminatea unit on Latin America and a few time-consumingactivities such as a mock UN debate and discussionsof how current international events impact theworld history topics they have been studying. Hispriority becomes moving to a fast-forward lecturemode to be sure his students are prepared for thedepartmental final exam.

Comment?

Example:Teacher 2

A third grade unit on apples features a readingabout Johnny Appleseed, the writing of a creativestory about an apple and the illustration of an appleusing tempura paints. Students collect leaves fromapple trees and make an apple leaf collage. Themusic teacher teaches songs about apples. In math,the teacher shows students how to scale up anapplesauce recipe to make enough for the entirethird grade. The students take a trip to an appleorchard where they go on a hayride and watch ciderbeing made. During the culminating “Apple Fest”students do a number of activities including bob for

apples, make applesauce, do apple word searches and read their apple stories to the whole group.

Comment?

Twin Sins of Unit Design:“Coverage-focused”

teaching“Activity-focused” teaching Teacher 1 is focused on “getting through” thematerial; Teacher 2 is focused on keepingstudents active and engaged.

Neither method reveals any clear intellectualgoals. Any understanding that happens isessentially a piece of good luck.

Understanding is not a part of the design.

Exercise #1:What is Understanding?

Please refer to the sheet

for Exercise #1 in your binder.

The BIG ideas of UbDUbD Big Idea Why important? If not…

`Backward Plans need to be Aimless activity or`Design well aligned to be coverage

effective


Transfer understanding & the applypoint of schooling Poor test results



fragmented

The course is not the content

Don’t confuse inputs with outputs:• Thousands of car parts with the ability to

drive• Drills & skills with playing the game well• List of ingredients and kitchen skills with

the ability to prepare and cook meals• The 700 page computer book with the

ability to use the software to write letters and reports

Are you confusing …

“the textbook” with “the course designed to cause a few results”?

“teaching” with “having learned”?

Teaching vs. LearningTeaching does not cause learning.

Successful attempts by the learner tolearn and use what they have learnedto achieve causes learning

I taught spot to whistle.

I can’t hear him whistling.

I said I taught him. I didn’t say he learned it!

Backward Design from“Content Coverage”

I want students to understand -The ConstitutionThe three branches of government

This is not a learning goal - this juststates what the content is.

Backward Design from the Understanding Sought

I want students to leave my course havingunderstood that: the Constitution was a solution based on

compromise to real and pressing problems and disagreements in governance; not an idea out of thin air

the Constitution was a brilliant balance and limit of powers but was grounded in a long and sometimes bitter history, with many fights that are and always will be with us

Backward Design from the

Understanding Sought (continued)

I then want students to transfer thatunderstanding to a modern relevantsituation:The problem of designing a

government for IraqA system of governance for our

school

Backward Design fromUnderstanding

Content mastery is the means, and thus, a short term goal of instruction.

Ask yourself: If content mastery is the means, what is the desired end? In other words, WHY do we teach this?

Teacher to class:“I want you to learn a,b,c, so that, in the long run, you will be able to do x,y,z, , on your own.”

Backward Design fromUnderstanding

Implications to the teacher:You have to design your courses backward from the kinds of problems, tasks, situations, and conditions you want students to be able to eventually handle on their own (student autonomy).

Content mastery = the meansPhysical Education ExampleIf content mastery is the means, what is the end?

I want you to learn the game of basketball so that, in the long run, you are able, on your own, to understand that implementing an effective offense, defense and cooperative strategies is important for success in all game situations.

SOYou (teacher) have to design your course BACKWARD from the kinds of cooperative strategies and offense/defense strategies that are necessary for success in this and other activities.

This is only one transfer example in a basketball unit. Other examples?

Content mastery = the meansWorld Language ExampleIf content mastery is the means, what is the end?

I want you to learn the culture of the Spanish people so that, in the long run, you are able, on your own, to gain a cultural perspective of the Spanish people by experiencing their products and practices.

SOYou (teacher) have to design your course BACKWARD from the products and practices of the Spanish culture that will elicit an understanding of the culture.

This is only one transfer example in a World Language unit. Other examples?

Content mastery = the meansEnglish ExampleIf content mastery is the means, what is the end?

I want you to learn grammar so that, in the long run, you are able, on your own, to speak and write in any situation with precision, clarity, and maximum impact.

SOYou (teacher) have to design your course BACKWARD from the kinds of communication challenges that depend upon precise grammar.

This is only one transfer example in an English unit. Other examples?

What are the implicationsfor teachers?

Usually, teachers lose sight of long term goals for understanding as they focus on short term planning, teaching, and assessing.

We say we value critical thinking and genuine problem solving but focus almost exclusively on short term content mastery that runs counter to this belief.

Exercise #2:Content



Research on Curriculum

A guaranteed and viable curriculum

is the #1 school-level factorimpacting student achievement.(Marzano, What Works in Schools)

Key Understanding

Verona currently does not have a curriculum that meets the criteria for understanding. UbD is the solution to this unseen and misunderstood problem.

“Brutal” Factsabout Curriculum

(Wiggins Conference, Summer 2008)

* Many teachers have no explicit course goals/priorities.* Teachers mistakenly treat the textbook as the syllabus* In almost no school is anyone required to publish adefendable course syllabus in which they show howMission and program goals will be achieved.* There is little or no collaboration when writingcurriculum.* When we “write” curriculum, we mistakenly write itas content & activities instead of backward from desiredaccomplishments.

Exercise #3: Prairie Day Activity

Please read the pages on the Westward Movement (Prairie Day) unit and

refer to the sheet for Exercise #3,

UbD vs. Typical Unit, in your binder.

Sample Student Responsesto Prairie Day

I liked the punching because you could make your own design or follow other designs. You can see the sunlight through the holes.

I liked the station where you wrote a letter. I liked it because you put wax to seal it.

It was fun to design an outfit for myself on the computer.

I liked the prairie games. My favorite was the sack race because I like jumping.

Only 2 out of 78 students responded to the “I learned …” prompt

Exercise #3: Verona Chemistry Activity

Please refer to the Verona Chemistry unit in your binder.

The BIG ideas of UbDUbD big idea Why important? If

not…Backward Plans need to be Aimless activity orDesign well aligned to be coverage

effective



results



fragmented

Transfer:Defined & Justified

What is transfer of learning?Transfer of learning is the use of knowledgeand skills, acquired in an earlier context, in anew context. It occurs when a person’slearning in one situation influences thatperson’s learning and performance in othersituations.

The Transfer QuestionWhat should the student be able to

do effectively with a repertoire of knowledge and skills, increasingly on their own, in future tasks?

How will transfer ability be developed over the course of the course?

The Transfer Question Example

CoachingDesign the transfer goal backward fromplaying the game.Desired Results:You are now able to attack any situationpresented to you during the game.

Transfer - the real “game” of using

content on your own

Applying prior learning to* a novel and increasingly new and

unfamiliar looking task * an increasingly challenging context

and situation in terms of purpose,audience, dilemmas, etc.

Student autonomy as a gradual release of responsibility:

I do, you watch.I do, you help.You do, I help.You do, I watch. (Teacher as

facilitator)

Textbooks & Transfer

The textbook almost never focuses on transfer; rather it provides mostly logically organized content and drills only.

Exercise #4: Transfer Draft Template



You will also need your topic unit

from Exercise #2.

LUNCH TIME!!!!Complete an EXIT card

&Enjoy Lunch on your own

Be back and ready to start one hour from now!

Post Lunch Q & A• Are there any burning questions?• Answers to exit cards.

Teachers, do you get frustrated by students

who:• fail to recall last week’s or even yesterday’s

lessons?• cannot transfer their learning?• don’t have any idea what they are to do?• don’t “get it” and ask “dumb questions’?• are bored yet otherwise seem bright?

Then UbD may be able to help you!

Irony: The most difficult problems on State and AP

exams are TRANSFER problems.

• Unfamiliar reading passages and writing prompts

• Unfamiliar-looking versions of math and science problems

• No obvious prompts or clues as to which content applies (since there is no teacher or textbook available to refer to).

The items most wrong require transfer and

meaning making

The following examples are from:Released MCAS tests (Massachusetts) New York Regents examsThe National Assessment of EducationalProgress (NAEP) from “The Nation’s

ReportCard”

I have a Gumble Cat in mind, her name is Jennyanydots;Her coat is of the tabby kind, with tiger stripes and leopard

spots.All day she sits upon the stair or on the steps or on the mat;She sits and sits and sits and sits – and that’s what makes a

Gumble Cat.But when the day’s hustle and bustle is done,Then the Gumble Cat’s work is but hardly begun…

She thinks that the mice just need employmentTo prevent them from idle and wonton destroyment.So she’s formed, from that lot of disorderly louts,A troop of well-disciplined helpful boy-scouts,With a purpose in life and a good deed to doAnd she’s even created a Beetles’ Tatoo.So for Old Gumble Cat let us now give three cheersOn whom well-ordered households depend, it appears.

6th GradeEnglish/Language Arts

I have a Gumble Cat in mind, her name is Jennyanydots;Her coat is of the tabby kind, with tiger stripes and leopard spots.All day she sits upon the stair or on the steps or on the mat;She sits and sits and sits and sits – and that’s what makes a Gumble Cat.But when the day’s hustle and bustle is done,Then the Gumble Cat’s work is but hardly begun…

What do lines 1-6 suggest about the cat during the day?A. She is lazy. C. She is lonely.B. She is angry. D. She is annoyed.

Correct Answer: AState Average Correct: 94%


She thinks that the mice just need employmentTo prevent them from idle and wonton destroyment.So she’s formed, from that lot of disorderly louts,A troop of well-disciplined helpful boy-scouts,With a purpose in life and a good deed to doAnd she’s even created a Beetles’ Tatoo.So for Old Gumble Cat let us now give three cheersOn whom well-ordered households depend, it appears.

In lines 7-14, how does the cat attempt to improve the manners of themice?

A. By keeping them busy C. by giving them a lectureB. By chasing them around D. by teaching them to cook

Correct Answer: AState Average Correct: 75%


Summary “what’s the point” question?

Based on the poem, what’s the cat’s work?A. To sleep away hours in the sunB. To create an organized householdC. To surprise the humans in the houseD. To make friends with other creatures

Correct Answer: BState Average Correct: 59%

10th Grade MCAS (Massachusetts Example)

Of the people in attendance at a recent baseballgame, one third had grandstand tickets, one fourthhad bleacher seats, and the remaining 11,250 peoplein attendance had other tickets. What was the totalattendance at this game?A. 16,000 C. 20,000B. 18,000 D. 27,000

Correct Answer: D

Half of the nearly 72,000 test takers got thisquestion wrong, making it the toughest on the exam.

NAEP Grade 4 MathMulti-step problem

(Calculator available)

There will be 58 people at breakfastand each person will eat 2 eggs. Thereare 12 eggs in each carton. How manycartons will be needed for the breakfast?A. 9 B. 10 C. 72 D. 116

Correct Answer: BOnly 21% answered correctly.

The Transfer Question

What should the students be able to do, on their own, effectively with a repertoire of knowledge, skill, and expertise on future tasks?

The BIG ideas of UbDUbD big idea Why important? If not…Backward Plans need to be Aimless activity orDesign well aligned to be coverage

effective



results



fragmented

Transfer based on BIG Ideas permits

future learning

Big Ideas are Linchpins

•Hold together related concepts•Help facts and skills stick together and stick in our minds•At the heart of expert understanding of the subject

Example: Effective writers hook and hold their readers.

Understanding –Anyone? Anyone?

Connections Are Key

The DingleyTariff

The Hawley-SmootTariffHow do you balance

the goal of freetrade with protectionof US industries and

workers? WTO&

NAFTA

Big Ideas have to be Uncovered

* Not obvious and often counterintuitive.* Like “guiding conjectures” – subject to refinement and adjustment as learning goes on.* Require consideration and reconsideration -

Inquiry.* Have great transfer value.

You’ve got to go below the surface...

to uncover the really ‘big ideas.’

Transfer is VitalTransfer is Vital

In each subject field there are some basic ideas which summarize much of what scholars have learned…These ideas give meaning to much that has been learned, and they provide the basic ideas for dealing with many new problems… We believe that this is a primary obligation of the scholars (and) teachers to search constantly for these abstractions, to find ways of helping students learn them, and especially to help students learn how to use them in a great variety of problem situations…

Bloom, 1981, p.235

A BIG Idea is a working theory, schema, or

themeThink of:* a detective sifting through clues tofind the best fit, or story, of the facts.* the BIG idea presented by “Deep Throat”in the movie All the President’s Men basedon the Watergate scandal: “Follow the

money!”

Big Ideas – 3 Examples•You need to “converse with” and “question” the text and its author –to understand.

• Success in ball games depends upon making unpredictable and confusing moves.

• Language and culture are mutually dependent

Consider: Which are the Big Ideas?

1. Offense and Defense in Sports

2. Good Triumphs over Evil

3. Natural Selection

4. Four Basic Operations

5. Fact vs. Opinion

6. Ecosystem

7. “Read Between the Lines”

8. Is that fair?

Tips to Find Big IdeasRevealed Through…

•Concepts – pioneer, migration, adaptation

•Themes– the pioneer spirit, hardships forged a nation

•Issues and Debates – progress? –settling the land vs. unsettling the Native Americans

• Theories – Native Americans as “noble savages”

Tips to Find Big Ideas•Assumptions – the West as a land of opportunity•Paradoxes – pioneer illusion of freedom and prosperity, indentured servants in the land of the free• Processes – historical inquiry ( how do we find out what pioneer life was really like?• Challenges – surviving the harsh frontier, culture clash

BIG ideas in skills areas

* Does this piece of writing work for thisaudience and purpose? (Language Arts)* Create space and uncertainty in youropponent in sports. (Phys Ed)* Communication is the ability to understandand be understood in real world contexts.(Foreign Language)

Geography Unit Example -Why there?

(1)Give each student a large topographicalmap of the U.S., your state, or an ancientregion. Ask students to identify where bigcities are most and least likely to be andexplain why.Now give students a road map and ask,

“Whythere? What’s your theory about

settlementand geography?”

Geography Unit Example -Why

there? (2)

Acquire knowledge: have students readthe relevant textbook sections on therelation between geography andpopulation settlement.

Quiz: regions, settlement, geography

Tools for UncoveringBIG Ideas

Please refer to the sheets

in your binder.

Big Ideas are at our fingertips…

UbDAs related to

NJCCCShttp://www.nj.gov/education/aps/njscp/

New JerseyCore Curriculum

Content Standards

What do you know?Time for a short pre-assessment

quiz…(in your binder)

New Jersey Core Curriculum Content Standards (NJCCCS)

http://www.nj.gov/education/cccs/• Key Terms: Standards, Strands, and

Cumulative Progress Indicators (CPI)• NJCCCS Activity

(please refer to Language Arts Literacy

Standards in your binder) • NJCCCS Framework Activities for LA, PE,

and World Language(also in your binder)

Try Unpackingfor Big Ideas

As you review Standards:

Circle key nouns to highlight Big Ideas.

Underline key verbs to identify core transfertasks.

All students will speak in clear, concise,organized language that varies in contentand form for different audiences and purposes.

NJCCCS 3.3

Consider: Westward Movement and Pioneer LifeUnit Established Goals: National Standards forUnited States History

2D- Explain the lure of the West while comparing the illusions of migrants with the reality of the frontier.

5A- Demonstrate understanding of the movements of large groups of people in the US now and long ago.

2D- Analyze cultural interactions among diverse groups and consider multiple perspectives.

Quote of the day…

“Rarely is the question asked, Is our children learning?” George Bush

What is your comfort level after Day 1?

Enter 1 = Got it.

Enter 2 = Sort of.

Enter 3 = WTF?

What’s this foolishness?

Questions?Anyone?

Anyone?

WELCOME BACKDAY 2

• Are there any burning questions or comments from Day 1?

• Answers to the exit cards…

Misunderstandingby Design

What is UbD? & Who is it for?

What - It is a model for unit design that begins withfiguring out the end result first. Basically, it is“backward design”.

Who - “…educators, new or veteran, interested inenhancing student understanding and in designingmore effective curricula and assessments toachieve that end.”

(Wiggins & McTighe, 2005)

3 Stages ofBackward Design

1. Identify desired accomplishments

2. Determine acceptable evidence

3. Plan learning experiences & instruction

Then and only then

What we typically (incorrectly) do

Identify content

Brainstorm activities & methods

Come up with an assessment

WithoutChecking forAlignment

WithoutChecking forAlignment

Refer to Template Sheets in your

binder

Stage 1Design Questions

What are the Long Term transfer Goals? G

In the end, students should be able, on their own, to …

What are the desired Understandings? UStudents will understand that…

What are the essential Questions to becontinually explored? QWhat Knowledge & Skills should studentsLeave with? K S

What we are hoping you can achieve?

• At the VERY least we hope you can walk away with 3 pieces of the unit design completed!

• See examples…

Stage 1: Enduring Understandings

What are they? EU

• Sentences that specify what we want students to come to understand about the unit.

• Have enduring value beyond the classroom.• The anchors of the unit and establish the

rationale for teaching it.• Give meaning and importance to facts.

How Enduring Understandings are Written?

• Build the understandings from the Big Ideas. • Write them as statements that the learner

will come to understand as the unit unfolds.• Write understandings that summarize the

insights we want students to come to realize; the “ah-hahs” of the unit or content.

Things to keep in mind…

• Enduring understandings are written for the designer, not the learner.

• Don’t state the obvious. (Triangles have 3 sides) Facts go into the knowledge box

• Think of it as “the moral of the story”. (Kind of like the moral of the lesson)

• Sometimes the understanding is that there is no single, agreed upon understanding. (Ex. Historians disagree about the causes of the civil war.)

Most Importantly…

• The understandings require “uncoverage” because they are not obvious facts!

• Since it requires uncoverage the understanding should not be understood simply by being stated.

• Anticipate the misunderstandings!

Framing the understandings…

• Each understanding should begin with the statement:

The student will understand that…

(This format prevents fact statements from being generated!)

Refer to the examples in your binder…

• Concept attainment sheet• Samples of E. U.’s• Types of E.U.’s• Description sheet

Group Activity Time• Let’s see some examples.• Brainstorm with your content area

and develop 2-4 enduring understandings for your selected unit.

• Share with all!

Stage 1: Essential Questions EQ

What do you know?Time for a short pre-assessment

quiz…(in the binder)

Essential Questions“Essential Questions provide a focus for the lessonor the unit of study. They pull together skills andencourage teachers and students to go much deeperin to the content. Continually posing these guidedquestions provides opportunities for students tothink out of the box and encourages their naturalcuriosity to surface. This type of inquiry helpsstudents to think about how they personally relateto the topic.”

Wiggins and McTighe (1998)

Essential QuestionsSee Binder• 2 examples• Grade level examples (Chapter 10)

All focus on pages 85&86Primary focus on pages 88, 89, and 93Elementary/Intermediate pages 89, 90, and 93Middle School focus on pages 90, 91, and 93High School focus on 91, 92, and 93

Essential Questions(continued)

See Binder• Partner Activity• More Examples (David Jakes)• Essential Question samples (Wiggins)• Review of quiz• Group Activity

E.Q. Group Activity

At your table, develop a set (3-5) ofessential questions. Please include thefollowing:• Course• Unit• Grade Level• 3-5 questions• Be prepared to share with all!

Enduring Understandings Vs. Essential Questions

• “An enduring understanding is a big idea that resides at the heart of a discipline and has lasting value outside the classroom. An essential question is a question that can be answered when the enduring understanding is achieved. “

(http://www.montclair.edu/Detectives/project/EQandEUSummary.htm)

Enduring Understandings

vs Essential Questions

There does not need to be an essential question for each identified understanding, BUT, there should be a clear connection between the Essential Question and the Enduring Understanding.

How are E.U’s and E.Q’s related?

• For more information we turn to the expert himself….. Grant Wiggins!

• http://www.authenticeducationonline.org/course/view.php?id=14

What is the N.J. Clarifications Project?

• Grant Wiggins worked with the New Jersey Department of Education to create the E.U.’s and E.Q.’s for all of the content area standards!!!

• http://www.nj.gov/education/aps/njscp/

Stage 1:Knowledge K

• Knowledge Box - key facts and details students will know at the end of the unit

• Preface this box with the sentence: What we want students to know:

• Examples (see sample units)

Stage 1:Skills S

• These are the actions students will take to uncover the understandings and arrive at answering the questions

• Think of these as the action verbs (ie. decode, write, analyze, compare..)

• Preface this box with the sentence: Students will be able to…

• Examples (see sample units)

Stage 2 ofBackward Design

1. Identify desired accomplishments

2. Determine acceptable evidence

3. Plan learning experiences & instruction

Then and only then

Stage 2:Assessment EvidenceGiven the essential questions, what evidence would show that the learner had deeply considered them?

Given the understandings, what would show that the learner “got it”.

(Wiggins & McTighe 2005)

Just because the student “knows it” …

Evidence of understanding is a greaterchallenge than evidence that the studentknows a correct or valid answer.

THINK LIKE AN ASSESSOR…

http://www.authenticeducationonline.org/course/view.php?id=14

Stage 2 Design Questions

•What authentic evidence/task for assessment is required by our Stage 1 goals? T

•What performances are indicative of understanding - transfer of learning and understanding of content via big ideas?

•What other evidence is required by the goals? OE•What scoring rubrics/criteria/indicators will be used to assess student work against the goals?

Not the format that mattersbut what we are looking for!

Regardless of the type of test (quiz, essay, observation)

– what should we look for?– where should we look?

in order to say - they got it (or didn’t)?

We often confuse the drillswith the game

‘Drills’ - test items– Short-term objective– Out of context– Discrete, isolated

element– set up and

prompted for initial simplified learning

– Doesn’t transfer to new situations on its

own

The ‘game’ - real task– The point of the drills– In context, with all its

messiness and interest value

– Requires a repertoire, used wisely

– Not prompted: you judge what to do, when

Refer to Examplesin your binder

Assess Transfer Through Performance


It only assesses transfer if...

• The student must draw from a repertoire for a task requiring multiple skills and an array of knowledge

• The test-giver provides minimal cues, prompts, graphic organizers, etc.

• The learner must navigate a context - this particular setting, audience, purpose, ‘noise’, etc.

Scenarios forAuthentic Tasks

Build assessments anchored in authentic tasks using GRASPS: G What is the Goal in the scenario? R What is the Role? A Who is the Audience?

S What is your Situation (context)?

P What is the Performance challenge?

S By what Standards will work be judged in the scenario?

T

Refer to Examplein your binder

Use a Variety of Assessments


2 validity questions for a practical ‘test of the test’

1. Could the test be passed but without deep understanding?

2. Could the specific test performance be poor but the student still reveal understanding in various ways before, during, and after?

The goal is to answer NO to both. !

04/10/23

Reliability:Snapshot vs. Photo

Album

We need patterns that overcomeinherent measurement error.

Sound assessment requires multiple evidence over time - a photo album vs. a single snapshot

For Reliability & Sufficiency:

Use a Variety of Assessments

Varied types, over time:– authentic tasks and projects

– academic exam questions, prompts, and problems

– quizzes and test items

– informal checks for understanding

– student self-assessments

Backward Design Process

• Three Stages of Backward Design

Stage 1: Identify desired results

Stage 2: Determineacceptable evidence

Stage 3: ???

NOW…

What do we do?What do we do?

Final Thoughts….

Teachers, do you get frustrated by students

who:• fail to recall last week’s or even yesterday’s

lessons?• cannot transfer their learning?• don’t have any idea what they are to do?• don’t “get it” and ask “dumb questions’?• are bored yet otherwise seem bright?

Then UbD may be able to help you!

Using UbD as an effective tool forunit design should help teachers toteach more efficiently and moreeffectively.

Work Smarter – Not Harder!

Curriculum Mapping & Why It’s Important

• Curriculum mapping can help us all collectively

• We can “see” what all Verona teachers are doing in their classrooms.

• Here is the new Verona Curriculum Mapping website:

• http://veronaschools.rubiconatlas.org/

Where do we gofrom here?

Using the UbD Framework, develop a unit for our follow-up professional day on October 10th

Receive related training in Curriculum Mapping from Rubicon Atlas

Participate in follow-up professional development meetings with other staff & today’s trainers

Utilize the UbD wikihttp://www.veronaubd.wetpaint.com

You can do it – We can help!

Final Thoughts or Questions

• Questions? Anyone, anyone?• Thanks for being such a great

group of professional learners!• Utilize the resources! We are in

this together!


Day 3Day 3


Day 3Day 3Presented byPresented by

Connie Petner, Libby Skinner, Gina Connie Petner, Libby Skinner, Gina Venezia, Venezia,

Bob Cashill, Tom White,Bob Cashill, Tom White,

Glenn Cesa, Anthony Lanzo, Rich RampollaGlenn Cesa, Anthony Lanzo, Rich Rampolla

Welcome Back!

Would anyone like to share anything you have experienced as you have

worked on your units?

Quick Review: Stage 1• What are the 5 parts of stage 1?• What are some qualities you must

consider when create E.U’s?• What are some key characteristics

of E.Q.’s?• Is there an entry point for stage 1?

ubd tools for effective unit design

Technology

backward design

effective unit design

big ideas of ubd ubd

essence of students

history teacher

students active

ubd framework

music teacher