understanding by design dr andrada

8/2/2019 Understanding by Design Dr Andrada

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UnderstandingbyDesign(UbD):

TheCore

of

the

2010

SEC

by:DirectorLolitaAndrada DepEd


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Whenstudentsarelearningpoorly,wecannotexpectthemtobereadyforfurtherlearning,orforwork.


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100

74

66 65

46

20

16

Grade 1 Grade 4 ElemGraduates

HS NewEntrants

HSGraduates

College NewEntrants

CollegeGraduates

Typical Progression of a Cohort of Pupils(based on cohort of Grade I pupils from SY 1995-1996to College Graduates SY 2008-2009)

Public and Private

PHILIPPINES


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Theyouthcontinuedtoaccountfor

themajority

of

the

unemployed

at

49.1%ofthetotalunemployedin2006.

Theirunemployment

was

registered

at

17.6%whichismorethantwicethe

national

unemployment

rate

and

three

timestherateofthoseintheprimeworkingagegroupof2554years.(DOLE)


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Ifwecanstrengthenthedevelopmentinour

schoolsof

the

most

demanded

workforce

skills:communication,criticalthinking,flexibility,problemsolving,creativity,and

technologicalfluency,

thenwewillsucceedinpreparingour

children

for

work

and

for

lifelong

learning.

Weneedtostrengthenthecorecurriculum.

Whatwe

need

to

do

together


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Strengtheningthe

Core

Curriculum

Whatshouldcontinue?

Whatshould

change?


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Whatshould

change?

Thegeneraltendencyamongteacherstoteachforfacts,

rather

than

for

thinking

Resultsofnationalandinternationalassessments

confirm

our

students poor

conceptual

understanding.

Teachinghasbeentoofocusedoncoveringtheground.


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Whatshould

change?

Teachingpractices

that

prevent

our

children

from

thinking

Teachersneed

to

teach

for

understanding,

anddoitbydesign.


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Whatshould

continue

(but

needs

to

be

takentoahigherlevel)?

Learningasmeaningmaking

Learningasintegrative

Authenticassessment


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Featuresof

the

Curriculum

Leanfocuses

on

essential

understandings

Setshighexpectations(standardsbased)

Richand

challenging

providesforenrichmentprogramsdesignedfor

studentsmultiple

intelligences

Developsreadinessandpassionforworkandlifelonglearning

SPA

SPS

S&TTech-Voc

SPED

Core Curr.

SPJ

SPFL


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The3StageDesignofthe

Curriculum

identifydesired

results;

determineacceptable

evidence;

planlearningexperiencesand

instruction.Source: Wiggins, G. and Kline, E. (2010). Understanding by Design (handout)


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Results/Outcomes

Assessment

Learning Plan

Content/

PerformanceStandards

Products/Performances

Essential

Understandings

EssentialQuestions

LearningActivities

AssessmentCriteria/Tools

Resources/Materials

Objectives(knowledge/skills)


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Facetsof

Understanding

Concept


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Coverageof

the

Session

Ourcurriculumgoal

Assessingourlearnersprogress

Planningteachingandlearningforunderstanding


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Weneed

to

prepare

our

children

foracompetitivefuture.

ThefutureisNOW!


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FunctionalLiteracy

for

All


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CommunicationSkills

Abilitytoclearlyexpressonesideasandfeelingsorally

and

non

verbally

Abilitytolisten

Ability

to

read,

comprehend

and

respond

to

ideas

presented

Abilitytowriteclearlyonesideasandfeelings

Ability

to

access,

process

and

utilize

available

basic

andmultimediainformation


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Numeracyskills

Abilitytomakecriticalandinformed

decisions Innovativenessandcreativity

Scientific

thinking Futureorientation

CriticalProblem

Solving


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Ability

to

earn

a

living Sustainableuseofresources(includingtime)andappropriatetechnology

Entrepreneurship

Productivity

Financialliteracy

Sustainable Use of

Resources/Productivity


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Selfdevelopment:selfawareness;selfdiscipline;sense

of

responsibility;

self

worth;

self

realization

Senseofpersonalandnationalidentity

Knowledge

of

ones

history,

pride

in

ones

culture

and

respectforthatofothers

Recognitionandpracticeofcivilandpoliticalrights

Development of Self

and a Sense of Community


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Knowledge,acceptance,respect,and

appreciationof

diversity

Peace

Nonviolent

resolution

of

conflicts

Globalawareness,interdependenceand

solidarity

Expanding ones world vision


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Unpackingthe

Desired

Outcome

1. Formulatingthelearningstandards

2. Lookingforevidenceoflearning


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DeterminingPowerStandards

Endurance: doesthestandardaddressknowledge

and

skills

that

will

endure

throughout

a

students

academiccareerandprofessionallife?

Leverage: Doesitaddressknowledgeandskills

thatwill

be

of

value

in

multiple

content

areas?

Necessity:Doesitprovidetheessentialknowledgeandskills thatstudentsneedto

succeedin

the

next

grade/year

level?

(Reeves,2005).


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Performance

Standards

Content

Standards

Learning

Standards

EU

What st udent s should

know, under st and

and be able t o do

What st udent s should

creat e/ add value t o/t r ansf er


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Level

ofPerformance

Levelof

Understanding

PerformanceStandards

ContentStandards

Learning

Standards

Assessment

EU


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Assessment:Core

Processes

Assessstudentsreadinessforlearningfor

understanding.

Providedevelopmentallyappropriateinterventionstobridgelearninggaps.

Checkfor

understanding;

monitor

progress.

Remediate,ifnecessary.

Evaluateperformance(transferskills).


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2010 SECONDARY EDUCATIONCURRICULUMENGLISH

First YearQuarter I Narrat ive


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GeneralStandard

Thelearnerdemonstratesliteraryandcommunicative

competencethrough

his/her

understanding

of

the

differentgenresofPhilippineLiterature andothertexttypesforadeeperappreciationofPhilippine

culture.

Quarter 1 - NARRATIVE


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Stage1:Results/Outcomes

Standard Essential

Content Performance Understanding Question

Quarter 1 - NARRATIVE

The learner demonstrates understanding of the

distinctive features, aesthetic elements andunderlying objectives of varied types of Philippinenarratives using the most appropriate language forms and

functions.Language Focus: Simple past tense

Time markers WH Questions

S-V Agreement

Direct Discourse Reported Speech


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Standard Essential


The learner tells a story creatively andproficiently.


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Standard Essential


Narratives are the interesting accountsof peoples ideas, feelings, and valuespertinent to the development of their

culture and society.


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Standard Essential


Why do we study narratives?


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Stage2:Assessment

Product/

Performance

Atthelevelof

Understanding Performance

Creative and proficient storytelling


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Stage2:Assessment

Product/Performance

Atthelevelof


Explanation

Explain the development of events and progress of ideas in astory.Criteria:Accurate

CoherentUse of appropriate language forms and functions:

Simple past Tense

Time markers WH Questions S-V Agreement

Direct Discourse Reported Speech


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Stage2:Assessment

Product/Performance

Atthelevelof


Express actions that happened at a definite past time

Prove that the interesting accounts of peoples ideas, feelingsand values in Philippine folk narrative are pertinent to thedevelopment of their culture and society


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Stage2:Assessment

Product/Performance

Atthelevelof


Interpretation

Share a story showing ones understanding and appreciationof an effective and meaningful literary pieceCriteria: Significant

Insightful Illuminating

Gather, analyze and present folk narratives with easeCriteria: Significant

Insightful Meaningful


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Stage2:Assessment

Product/Performance

Atthelevelof


ApplicationUse appropriate sources of information, multimedia and

technology to create a storyCriteria: Adaptive

Diverse Effective

S A


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Stage2:Assessment

Product/Performance

Atthelevelof


Use simple past tense, time markers and WH questions toeffectively narrate actions

Make verbs agree with their subjectsExhibit clear reporting of ideas, thoughts and actions usingdirect and reported speech to avoid ambiguities

Use reported and direct speech to give accurate accounts ofimportant details

S A


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Stage2:Assessment

Product/Performance

Atthelevelof


PerspectiveAnalyze interdependence of plot characters, theme and other

narrative elementsCriteria: Critical in an analytical sense

Insightful Revealing

EmpathyRelate ideas discovered from the narrative to real lifeexperiencesCriteria: Insightful Open

S A


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Stage2:Assessment

Product/Performance

Atthelevelof


Self- knowledgeSelf assess ones strengths and weaknesses in telling a storyeffectivelyCriteria: Meta-cognition

Reflective Self-adjusting

S A


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Stage2:Assessment

Product/Performance

Atthelevelof


Performance assessment of storytelling based on the

following criteria: Focus/Theme Accuracy

Audience Contact Sequence/ Development of action Dialogue

Language Delivery Voice


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SCIENCEFirst Year

Quarter I Scient if ic Methodsand Space Science


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GeneralStandard

Thelearnerdemonstratesunderstandingofbasicscienceconceptsandprocessesinanintegrativewaytosolveproblemscritically,

thinkinnovatively/creatively

and

make

informeddecisionsinordertoprotectthe

environment,

conserve

resources

and

sustainqualitylife.

Quarter 1 Scientific Methods and Space Science


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Standard Essential


p

The learner demonstrates understanding of scientificmethods.


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Standard Essential


Learners perform in groups at least oneteacher-guided community-based

investigation using scientific methods


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Standard Essential


Scientific methods are valuable wheninternalized as a process to solveproblems in life.


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Standard Essential


When do scientific methods becomevaluable?

Stage 2 : Assessment


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Stage2:Assessment

Product/

Performance

Atthelevelof


A community-based scienceinvestigation using scientificmethods

Stage2:Assessment


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g

Product/Performance

Atthelevelof


EXPLANATIONHow is scientific knowledge acquired and validated?Criteria:a. Thorough (explaining all needed steps of scientific

methods used until conclusions are reached togenerate scientific knowledge; and explaining howresults of science investigations are subjected to

review and testing of other scientists)b. Clear (expressing with clarity scientific thought inoral or written form)

c. Justifiable ( providing depth and breadth ofscientific reasoning)



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Stage2:Assessment

Product/Performance

Atthelevelof


INTERPRETATION

Why is it important to translate the data collectedthrough tables and graphs while using scientificmethods?

Criteria:a.Meaningful ( giving brief yet substantial

discussion on the importance of graphing/tabulating data while using scientific methods)



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Stage2:Assessment

Product/Performance

Atthelevelof


b. Illustrative (using given graphed or tabulated data

to show relationships or connections betweenorganizing or transforming raw data and theprovision of a more compact and organized way

based on specific purposes; and howrelationships or connections can be used indetermining patterns and trends)

Stage2:Assessment


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Product/Performance

Atthelevelof


APPLICATIONHow will you use scientific methods in solvingproblems at home/community (e.g. Increase of insectpests) considering economic, social, cultural andother factors?Criteria:a. Appropriate (illustrating how scientific methods can

be used/ adapted/ customized in solving problemsat home or community)b. Practical( discussing how scientific methods can

be done easily to solve a problem at home or inthe community)



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Stage2:Assessment

Product/Performance

Atthelevelof


PERSPECTIVEHow are approaches/ procedures of investigationsdone by some scientists different/ similar from thoseof others?

Criteria:a. Insightful (providing similarities and differences onthe approaches/ procedures after considering all

situations/ views)



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Stage2:Assessment

Product/Performance

Atthelevelof


b. Credible (using authoritative sources ofinformation while expounding similarities anddifferences)

c. Critical-minded (combining research, knowledgeof historical context, and balanced judgment toprove similarities and differences; becoming

skeptical of another view point based on verysmall sample of data; distinguishing betweenirrelevant and relevant or inaccurate and accurate

information, and appropriate and inappropriateanalogies)



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Stage2:Assessment

Product/Performance

Atthelevelof


EMPATHYWhat would it be like to work as a scientist?

Would you emulate scientists the way they develop

their attitudes and values while using scientificmethods?Criteria:

a. Perceptive (recognizing scientific attitudes andvalues developed by scientists while doingscientific methods)



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Stage2:Assessment

Product/Performance

Atthelevelof


b. Open-minded/Receptive (accepting readily/

willingly that these scientific attitudes and valuesmust be developed by scientists and oneself)

c. Sensitive/Responsive (exhibiting how scientistsdevelop scientific attitudes and values while usingscientific methods)

Stage2:Assessment


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Product/Performance

Atthelevelof


SELF-KNOWLEDGEQuestion learners need to ask themselves:How can I give my best contribution to thecommunity using scientific methods?

Criteria:a. Reflective (becoming aware of ones limitations inapplying scientific methods, and of how ones

thoughts are influenced/ shaped by these)b. Responsive (reacting positively as a result of

having scientific methods changed ones view;

reacting positively to how the learner can usescientific methods in the community)

Stage2:Assessment


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g

Product/Performance

Atthelevelof


c. Efficient ( expounding how time and resources

can be used productively, how safety measurescan be done throughout the investigation, and howdata can be recorded objectively or honestly)

d. Effective (discussing how the desired/ expected

results/outputs can be achieved after usingscientific methods)

Stage2:Assessment


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g

Product/Performance

Atthelevelof


Performance assessment of a science

investigation based on the following criteria: Community-based Using scientific methods

(Please see Attachment 1 for the indicators percriterion)


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2010 SECONDARY EDUCATIONCURRICULUMCP

TLE

(H.E)

FoodsandFoodServiceI

Q1 BasicCooking

Q2 CookingNativeDelicacies

Q3Baking

Breads,

Pastries

and

Pies

Q4Baking

Cookies

and

Cakes


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CPTLE(H.E)

Foodsand

Food

Service I

First YearQuarter 1 Basic Cooking


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GeneralStandard

The

learner

demonstrates

understandingofPECs,theenvironmentandmarket,andtheprocess

and

delivery

of

quality

cooked

andbakedproducts.


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Standard Essential


The learner demonstrates understanding of Personal

Entrepreneurial Competencies (PECs):CharacteristicsAttributes

LifestylesSkills

Traits

Analysis and interpretation of PECs by cluster

Achievement

PlanningPower

Stage 1: Results/Outcomes


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Standard Essential


The learner prepares, based onPECs, a plan of action that addresseshis/her areas of development and

areas of strength.



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Standard Essential

Content PerformanceUnderstanding

Question

Successful entrepreneurs, like thoseengaged in the business of cooking,continuously develop and improve their

PECs.



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g

Standard Essential


How does one ensuresuccess in a chosenentrepreneurial career, like

cooking?

Stage2:Assessment


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Product/

Performance

Atthelevelof


Plan of action, based on PECs,addressing ones areas of

development and areas of strength

Stage2:Assessment


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Product/Performance

Atthelevelof


ExplanationDescribe your PECs focusing on strengths anddevelopment areas

Criteria:

ClearComprehensiveConcise

Stage2:Assessment


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Product/Performance

Atthelevelof


InterpretationCompare your PECs with those of a successfulpractitioner

Criteria:


Stage2:Assessment


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Product/Performance

Atthelevelof


ApplicationApply ones PECs in pursuing a chosen entrepreneurial

activity

Criteria:

Appropriate Effective Practical

Stage2:Assessment


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Product/Performance

Atthelevelof


PerspectiveExpress your thoughts from the viewpoint of a seasoned

entrepreneur the importance of PECs

Criteria:

ValidRelevantPlausibleSensitive

Stage2:Assessment


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Product/Performance

Atthelevelof

UnderstandingPerformance

EmpathyExpress your feelings if you are an entrepreneur who finds

difficulty in coping with the PECs of a chosen career

Criteria:

OpenObjectiveSensitive

Stage2:Assessment


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Product/Performance

Atthelevelof


Self- knowledgeAssess, based on the results of your PECs, your level ofconfidence as a prospective entrepreneur in cooking.

Criteria:

Reflective Insightful Objective

Stage2:Assessment


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Product/Performance

Atthelevelof


Assessment of the plan of action based on the following

criteria: Comprehensiveness Appropriateness of strategies in terms of addressingpersonal areas of development and improving onesareas of strength Doability

St R lt /O t


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Standard Essential


The learner demonstrates understanding of the

environment and market for cooking as an entrepreneurialcareer.

Key ideas:Consumer needs and wantsExisting industry related to cooking

Products/services that satisfy the needs and wants of targetcustomers

Key processes:SWOT analysisOpportunity seeking and seizing



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Standard Essential


The learner formulates a businessidea based on the analysis of theimmediate environment and market

for cooking as an entrepreneurialcareer.


d d l


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Standard Essential


Question

The needs and wants of the targetmarket and industry help determine theproduct to be produced and/or serviceto be offered.

Ones choice of an entrepreneurial

activity is influenced by the needs andwants of consumers.


S d d E i l


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Standard Essential


Question

Seeking and responding effectively to a

business opportunity are the basis forstarting and maintaining a successfulbusiness venture.



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Standard Essential


How does one determine the

needs and wants of the targetmarket and industry in theimmediate community?

How does one select an

entrepreneurial activity to bepursued?



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Standard Essential


How can one respond

effectively to a businessopportunity?

Stage2:Assessment


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Product/Performance

Atthelevelof


Formulation of a business idea

based on the analysis of theimmediate environment and marketfor cooking as an entrepreneurial

career

Stage2:Assessment

d h l l f


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Product/Performance

Atthelevelof


ExplanationExplain the importance of the immediate environment andmarket in identifying business opportunities in cooking.

Criteria:


Coherent

Stage2:Assessment

d / A h l l f


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Product/Performance

Atthelevelof


InterpretationInterpret the data gathered from the immediateenvironment and market in identifying businessopportunities in cooking.

Criteria:ReliableAccurate

ObjectiveRelevantValid

Stage2:Assessment

P d t/ At th l l f


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Product/Performance

Atthelevelof


ApplicationGenerate business ideas from data analysis

Criteria: Appropriate

Innovative Practical

Stage2:Assessment

P d t/ At th l l f


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Product/Performance

Atthelevelof


PerspectiveExpress from the point of view of a business owner the

importance of scanning the environment and market ingenerating business ideas.

Criteria:ValidRelevantInsightful

Stage2:Assessment

Product/ At the level of


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Product/Performance

Atthelevelof


EmpathyExpress your feelings when entrepreneurs offer the same type

of business in a community.

Criteria:

ObjectivePersuasiveSensitiveOpen-minded

Stage2:Assessment

P d t/ At th l l f


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Product/Performance

Atthelevelof


Self- knowledgeSelf-assess your level of confidence in formulating business

ideas.

Criteria:

Reflective Insightful Objective

Stage2:Assessment

P d t/ At th l l f


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Product/Performance

Atthelevelof


Assessment of formulated business idea based on the

following criteria:ProfitableFeasiblePracticalResponsive to consumer needsInnovative


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ImplementingUBDbasedLearningPlans


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Quarter1: Topic: TimeFrame:

Stage1

ContentStandard: PerformanceStandard:

EssentialUnderstanding(s): EssentialQuestion(s):

Studentswillknow: Studentswillbeabletodo:

Stage2

ProductorPerformanceTask: Evidenceatthelevelofunderstanding Evidenceatthelevelofperformance

Stage3

Teaching/LearningSequence:

Resources(Websites,Software,etc.)Materials/EquipmentNeeded:


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WHE

RET

O

Explore

Firm Up

Deepen

U

NDER

STANDING

Transfer++(Create,

Add value)

Conten

tStandard

Perf.

Standard

Assessment


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WH E

R

ETO

W Howshallwehelpstudentsknowwhere theyreheaded

and

why

theyre

going

there?

Where

is

the

unit/lessongoing?Whatisexpected?Inwhatwayswillstudentsbeevaluated?

H Howshallwehookandengagestudentsinterestthroughthoughtprovokingexperiencesatthebeginningofeachinstructionalepisode?


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WH

ER

E T

O

EWhatexperiences shallweprovidetohelpstudents

maketheir

understandings

real?

How

shall

we

equip

themforsuccessthroughouttheunitorcourse?

R Howshallwecausestudentstoreflect,revisit,revise,

and

rethink?

E Howshallstudentsexpresstheirunderstandingsandengageinmeaningfulselfevaluation?


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WH

ER

ETO

T Howshallwetailor (differentiate)our

instructionto

address

the

unique

strengths

and

needsofeverylearner?

O Howshallweorganize learningexperiencessothat

students

move

from

teacher

guided

and

concreteactivitiestoindependentapplicationsthatemphasizegrowingconceptual

understandings?

Ref.Brown,J.(2004).MakingtheMostofUnderstandingbyDesign.VA:ASCD.


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Learning/InstructionalPlan

I.Explore

Diagnose. Activatepriorknowledge.

Clarifyexpectationsandhowlearningshallbeassessed:

standards;products/performances;

criteria,

tools.

Hookandengagestudentinterest.

AskEQ;encouragestudentquestions;welcometentativeresponses

as

guide

to

further

exploration.


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II.FirmUp

Provideavariety

of

learning

resources

(books,videos,readings/documents,webbasedresources,etc.)anddifferentiatedactivities tovalidate

responsesto

EQ;

process

students

meanings

and

check

theseagainsttheEU.

Encouragestudentstoreflect,revise,or rethinktheir

understanding. Checkforunderstanding;providefeedback;checkagainstcontentstandard.


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III.Deepen

Provideavariety

of

learning

resources

and

differentiated

activities/learningexperiencesinsimilarcontextstofurthervalidatestudentunderstanding.

Encouragestudents

to

reflect,

rethink,

revise

their

understanding.

Havestudents expresstheir understanding

Checkfor

mastery

of

EU;

provide

feedback;

check

againstcontentstandard.


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IV.Transfer

Providefor

transfer

of

learning

to

anew

or

different

context.

Evaluateproduct/performance;checkagainst

performancestandard.

understanding by design dr andrada

Documents