understanding by design (ubd)

Use of 3’Is within the framework of

Randy A. Tudy [email protected]

September __, 2011 @ CJC EdTech Hall 2

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BECOME A PASTOR

• After a church service on Sunday morning, a young boy suddenly announced to his mother, "Mom, I've decided to become a minister When I grow up."

• "That's okay with us, but what made you decide that?"

• "Well," said the little boy, "I have to go to church on Sunday anyway, and I figure it will be more fun to stand up and yell, than to sit and listen."

Change in education

Easy is to propose

extra

ordinarily

hard to implement and

difficulty to sustain

CHANGE as agents

Teachers of

KSAs As agents of Change

What KUDs should we have in order to effectively

implement the 2010 SEC?

&

DESIRED RESULT

Teacher effectiveness in the implementation of the 2010 SEC

MeTHODOLOgY Examine sample learning plans

Reflect, discuss, share ideas & PLAN

Identify Key KSAs & KUDs that teachers need to

demonstrate as indicators of teaching effectiveness

OUTPUT

Familiarization of the 3Is as a teaching-learning

approach

Improved classroom preparations and delivery

Deeper understanding of UbD

PARTICIPANTS’ Task

What is

role? your

DOMAINS OF TEACHER QUALITY & EFFECTIVNESS

(Stronge & Hindman, 2006)

@ Pre-requisites of Effective Teaching

@ Personal Characteristics

@ Classroom Management

@ Planning for Instruction

@ Instructional Delivery

@ Assessment

Planning for Instruction

* Possess knowledge of content area, student misconceptions and available classroom resources

* Have deep understanding of subject matter

* Review instructional standards to guide decision making

* Use long-range planning to map where instruction will go combined with alignment with standards

* Identify appropriate learning outcomes and develop corresponding assessments

Instructional Delivery

* Have high expectations for student achievement which in turn raises students’ own expectations

* Conduct highly engaging classroom activities where students construct meaning from content while providing support

* Highly involved throughout instruction process and adjusts instruction depending on student performance

* Use appropriate strategies and technology for more individualized and active learning * Begin with students’ prior knowledge and probe their ideas with effective questioning techniques; teach students how to question

Assessment * Monitor learning through variety of informal and formal assessments

* Give timely feedback

* Check for student understanding and adjust instruction

* Align assignments with learning outcomes to make them meaningful

Review student growth and performance using student’s body of work such as in portfolio

Analyze student data related to their performance

Key teacher role in

2010 SEC

Designer

Facilitator Assessor

Puts together different

elements of the learning plan

Provides feedback regarding student

progress & achievement

Guides students in their inquiry &

transfer

Stage 1: DESIRED RESULTS

Standards

Enduring Understanding

Essential Question/s

Knowledge & Skills

A L I G N E D ?

General Standard (Pamantayan sa Unang Taon)

Program Standard (Programang Pamantayan)

Content Standard (Pamantayang Pangnilalaman)

Performance Standard (Pamantayang Pagganap)

What?

How well?

COMPETENCIES

Knowledge

Attitudes Skills

LEARNING STANDARDS:

-Provide level of doing competencies

-Indicate real life purpose of competencies

- show lifelong connection of different competencies stated in a broad and general way

COMPETENCIES

Sets of knowledge, skills and attitudes required to successfully perform a particular task stated in

specific terms.

Standards

Enduring Understanding

Essential Question/s

Knowledge & Skills

BIG IDEAS

A L I G N E D ?

General Standard (Pamantayan sa Unang Taon)




Naipamalas ng mag-aaral ang pag-unawa a mga konsepto at isyu kaugnay ng kasaysayan, ekonomiks and iba pang disiplinang panlipunan gamit ang mga kasanayan sa pananaliksik, pagsisiyasat, mapanuring pag-iisip, matalinong pagpasaya, pagkamalikhain, likas-kayang paggamit ng pinagkukulangang-yaman, pakikipagtalastasan at pagpapalawak ng pandaigdigang pananaw tungo sa isang mapanagutang mamamayan ng bansa at daigdig.


Year I Standard (Pamantayan sa Unang Taon)

Naipamalas ng mag-aaral ang pag-unawa sa mga pangunahing kaisipan at mga napapanahong isyung pangkasaysayan at pampamahalaan ng Pilipinas gamit ang mga kasanyan at pagpapahalaga tungo sa pagpapatatag ng pagkabansa, sistemang demokratiko, pagkakaisa at mabuting pakamamamayan.


Naipamalas ng mag-aaral ang pa-unawa sa bahaging ginagampanan ng pamahalaan at mamamayan sa pagtataguyod ng mabuting pamamahala at mapanagutang pagkamamamayan tungo sa pangangalaga ng kapakanan ng mamamayan at pagsulong ng pambansang interes.

Ang mag-aaral ay aktibong nakapagsusulong ng mga demokratikong simulain at pagpapahalagang nagtatguyod ng mabuting pamamahala at mapanagutang pagkamamamayan tungo sa pangangalaga ng kapakanan ng mamamayan at pambansang interes


ENDURING UNDERSTANDING

Ang pangangalaga sa kapakanan ng mamamayan at pagsusulong ng pambansang interes ay bunga ng maayos na ugnayan ng mabuting pamamahala at mapanagutang pagkamamamayan.

Paano mapangangalagaan ang kapakanan ng mamamayan at pagsusulong ng pambansang interes?

ESSENTIAL QUESTION

Understanding vs. Facts

•Taken & learned as such

•Accepted terms and regarded as true

•Obvious, unproblematic & straightforward claims

•Conclusions

•Principles

•Inferences

•Themes

•Generalization about the use of facts & skills

•Summary insights

Sa ato pa, what is UNDERSTANDING?

To understand is to be able to wisely and effectively use what one knows, in context- to “apply” our knowledge and skill effectively, in a realistic setting.”

- Wiggins & McTighe

Determining the EUs

Will this EU apply to more than one content area of learning?

-Will this EU apply to more than one level in school?

- will this EU endure? Will it be as important in the future as it is now?

-- Will this EU be one that students remember long after instruction ends?

ESSENTIAL QUESTIONS VS. FACTUAL QUESTIONS

ESSENTIAL:

•open-ended; more than one answer

• framed to “uncover” or explore and think about; answer requires inquiry & argument

• leads to new perspectives;

• based on enduring understanding

FACTUAL:

•Points to a single right answer

• used to prompt and recall; part of coverage;

•Now new insights

How to check if these are Essential Questions?

•Are my essential questions open-ended? • will they be engaging for students? • will they take students beyond the “who, what, where, and when” recall of information to the “how” and “why” applications and extensions of learning? • Do my big ideas effectively relate with EQ and the EUs answer my Essential Questions?

TRANSFER GOALS VS. SKILLS

•A complex performance challenge requiring autonomy and a set of skills

• Long term goal is effective performance in context

• success requires use in real-world messy situations

•Discrete techniques

• requires accurate execution or command

• success can be in isolation

What is the goal of the following skills?

dribbling

passing

shooting

PLAY A

GAME

Ang mag-aaral ay aktibong nakapagsusulong ng mga demokratikong simulain at pagpapahalagang nagtataguyod ng mabuting pamamahala at mapanagutang pagkamamamayan tungo sa pangangalaga ng kapakanan ng mamamayan at pambansang iteres.

Students can independently use their learning to

practice good citizenship and participate in activities that ensure and contribute to good governance

BIG IDEA

action

Varied real world context

TRANSFER GOAL

PERFORMANCE STANDARD

STATE TRANSFER GOAL

Check-up Questions:

•Is my transfer goal aligned with the Performance Standard & Big Ideas?

• Does my transfer goal involve an action related to application in a new situation or form?

•Does the application involve a lifelong and varied contexts?

•Does my transfer goal make my students judge which action to do given different contexts?

•Does my transfer goal ask students to act on their own and exercise independence?

STAGE 2: Assessment Evidence

MORAL FIBRE

GIFT OF DIVINE GRACE DEMANDS

ACCOUNTABILITY

RESPONSE TO GOD FOR GREATER GOOD

JOIE D’ VIVRE

BUILD

OF THE

FILIPINO SOUL

THE BUILD

OF THE

FILIPINO SOUL

THE

Empowering

in our hearts. connections

Designing Performance Tasks

G Goal

R Role

A Audience

S Situation

P Product/Performance

S Standards

Conduct a survey with vendors of motorbikes on what brand sells the most in the market. Obtain sales data showing a five-week period. Plot and graph the data

You are a member of a team of STATS, a survey company. The company has assigned your team to a client company that wants to know which motorbikes people are buying the most. The company would like you to make a presentation to its executives on the various sales performances. You have to obtain data from various motorbike companies and make certain recommendations regarding the condition of motorbike sales. Your presentation must have accurate computations and appropriate illustrations and your discussion of the trend must be clear and concise.

PROJECT w/o GRASPS PROJECT with GRASPS

You are a member of a team of STATS, a survey company. The company has assigned your team to a client company that wants to know which motorbikes people are buying the most. The company would like you to make a presentation to its executives on the various sales performances. You have to obtain data from various motorbike companies and make certain recommendations regarding the condition of motorbike sales. Your presentation must have accurate computations and appropriate illustrations and your discussion of the trend must be clear and concise.

Goal

Role

Audience

Standards

Situation

Product

TRANSFER DEMAND RUBRIC

Note:

• No directions

• Performing task is a culminating activity, thus need practice (prompt). Prompts are preparation activities towards the PT.

• Teacher does activity mapping

• Performance task needs judgment & independence

• based on the real world situation

PROMPT •Reveals sophistication of skills & performance competencies • consists of the ff: -A complex question

- requires connections among concepts & subjects

- more than 1 right answer

- requires development of a strategy for addressing the prompt

- requires student to construct a product or perform Everett Kline 2010

TRANSFER

•Reveals depth of students’ understanding of concepts, sophistication of skills and capacity to deal with this understanding & sophistication in adult situations.

• like a prompt but also;

-Mirrors challenges faced by adults (involves making inferences & applying to the challenge)

- addresses an audience that is meaningful and has intent that relates to the audience

- has kind of restraints and opportunities an adult would find in a similar setting

GRADUAL RELEASE OF RESPONSIBILITY

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

I do it (You watch)

We do it (together)

You do it alone (Reflect)

T E A C H

collaborate

Independent

Focus lesson Modeled instruction

Shared Instruction

Guided Practice

Independent Practice

Design Transfer Task in GRASPS Form

•Is my transfer goal task aligned with Performance Standard & Big Ideas? • Is my transfer task written in GRASPS form? • Does the transfer task involve application in a new or novel situation which students have not yet encountered? • Does the TT have minimal prompts or have too many directions? • Does the TT reflect at least level 3 and up of the Transfer Demand Rubric? • Are the Task Standards related to the real-world audience? Are these aligned with the Performance Standard and Big Ideas?

RUBRICS

4 3 2 1

Understanding

Understanding

Knowledge & skill

Knowledge & Skill

Criteria Outstanding 4

Satisfactory 3

Developing 2

Beginning 1

Rating

CATEGORY 1 (related EU) PRESENTATION OF TRENDS

Presents the category in a manner beyond satisfactory requirements

Presents the category in a complete way according to the given requirements

Presents the category in an incomplete way and shows only some of the given requirements

Does not present category’s requirements at all

CATEGORY 2 (related EU) JUSTIFICATION





CATEGORY 3 (knowledge & skills) ACCURACY





CATEGORY 4 (knowledge & skills)





ANALYTIC RUBRIC

Write Rubric Criteria Aligned with Transfer Task Standards

•Is my rubric criteria aligned with the TT Standards & PS & BI? • Are some of my rubric criteria related to the EU? Or are they only about format or the appearance of a product? • are some of my rubric criteria related to K & S? • are the criteria likely to be used by the intended audience in a real world setting? • are the criteria valid measures of student’s development of EU & mastery of K & S?

PRE-ASSESSMENTS

SUMMATIVE ASSESSMENTS

FORMATIVE ASSESSMENTS

ASSESSMENT INFO

Assessment FOR learning Assessment OF learning

Feedback & Goal Setting

Summative Assessment Formative Assessment Pre-Assessment

(Finding out) (keeping track & checking up)

(Making sure)

Readiness, interests, and learning preferences of students Essential Questions (reading/writing)

Exit cards, Peer observation, 3-minuet pauses, vocabulary- quiz/notebooks, observations, creating rubrics, self-evaluation, journals- Essential questions

Performance task Academic Prompt Portfolio

TYPE ENDURING UNDERSTANDING

K & S Performance or Transfer Task

PRE-ASSESSMENT

FORMATIVE ASSESSMENT

SUMMATIVE ASSESSMENT

ASSESSMENT MAPPING

STEP 1: Write FIRST the

Transfer Task and the Unit

Test

STEP 2: Complete

either Pre or Formative

Assessments

STEP 3: Indicate those that are grade or non-graded.

Pre-assessments are usually not graded

whereas most summative assess are

graded. Formative Assess may be both grade & not graded.

ASSESSING ENDURING UNDERSTANDING

EXPLAIN INTERPRET

APPLY EMPATHY

PERSPECTIVE

REFLECT

STAGE 3:

Learning Plan

FAPE LP DepEd

Introduction Explore

Interaction

Firm up

Deepen

Integration Transfer

TEACHING-LEARNING.

3Is as a

Approach

A. Teacher

1. The teacher has a pleasing personality. 4 3 2 1

2. The teacher is enthusiastic and maintains a warm and friendly atmosphere conducive to learning. 4 3 2 1

3. The teacher avoids making embarrassing remarks about the students’ ideas or actions. 4 3 2 1

4. The teacher explains the lesson in a clear and well-modulated voice. 4 3 2 1

5. The teacher praises the students for their sharing and efforts. 4 3 2 1

6. The teacher is confident and shows mastery of the subject matter. 4 3 2 1

7. The teacher is fluent in the medium of instruction. 4 3 2 1

8. The teacher answers the students question in a simple and understandable way. 4 3 2 1

9. The teacher maintains discipline and control. 4 3 2 1

10. The teacher is organized and manages the class time well. The teacher accomplishes the objectives and procedures set for the time period. 4 3 2 1

11. The teacher shows evident concern for student success and growth in understanding. 4 3 2 1

AVERAGE

B. TEACHING PROCEDURE

I. INTRODUCTION

1. The teacher introduces Essential Question or EQ in an interesting & engaging way. 4 3 2 1

2. The teacher elicits the students’ prior knowledge, perceptions and experiences about the EQ. 4 3 2 1

3. The teacher encourages students to explain their ideas or ask questions about the EQ. 4 3 2 1

4. The teacher accepts and records students’ ideas. 4 3 2 1

5. The teacher asks follow-up thought-provoking questions which lead the students to examine their ideas. 4 3 2 1

6. The teacher explains the purpose of the learning unit and the culminating performance task. 4 3 2 1

AVERAGE

II. INTERACTION

1. The teacher is creative and uses a variety of learning resources and activities which enable the students to answer the EQ and develop understanding. 4 3 2 1

2. The teacher stimulates the critical thinking of the students. 4 3 2 1

3. The teacher encourages students to explore their ideas and find the answer. 4 3 2 1

4. The teacher provides opportunities for students to interact and collaborate with one another. 4 3 2 1

5. The teacher processes students’ understanding by asking probing questions and discussing their answers or work. 4 3 2 1

6. The teacher paces the lesson according to the students’ interests, understanding or performance. 4 3 2 1

FOR CLASSES HELD IN A COMPUTER LAB: 1. The teacher clearly explains the task related to the use of a particular Website or a multimedia program.

4 3 2 1

2. The teacher guides students in using interactive programs for practice or gathering different kinds of data. 4 3 2 1

3. The teacher walks around and monitors students’ use of a Website or a multimedia program. 4 3 2 1

4. The teacher discusses with the students the ideas they gained, questions they developed or works they created with the use of a Website or a multimedia program. 4 3 2 1

AVERAGE

III. INTEGRATION

5. The teacher provides students varied exercises for practices and gives feedback regarding their answers. 4 3 2 1

6. The teacher has students relate or compare their prior knowledge and explain the changes. 4 3 2 1

7. The teacher has students demonstrate mastery of the lesson or explain the new knowledge in a meaningful way. 4 3 2 1

8. The teacher conducts varied formative assessments and asks students to share their learning difficulties. 4 3 2 1

9. The teacher enables the students to relate the new knowledge with their daily life and transfer their learning to real-world situations. 4 3 2 1

10. The teacher conducts values clarification and integration. 4 3 2 1

11. The teacher explains the performance or transfer task and the accompanying rubric for the student’s self-evaluating guide. 4 3 2 1

12. The teacher encourages students to be creative and revise and improve their work. 4 3 2 1

13. The teacher has students share their realizations or reflections about their learning process. 4 3 2 1

14. The teacher provides a closure to or summary of the lesson. 4 3 2 1

AVERAGE

INTRODUCTION

1. Introduce the essential question

2. Eliciting prior knowledge

3. Point out differences in student’s responses & motivate students to find out which answer is right.

EXPLORE

1. Diagnose

2. Activate prior knowledge

3. Clarify expectations & how learning shall be assessed.

4. Hook and engage student interest

5. Ask EQ; encourage student questions; welcome tentative responses as guide to further exploration

INTERACTION 1. It is the bridge leading students

from prior knowledge to new knowledge & link between the EQ & the performance task

2. Students explore answer to the problem question through different interactions (self, peer, teacher, materials & community)

3. Address diverse learning styles and MU

4. Relate different kinds of formative assessments that check for student understanding

5. Bring the EQ every now and then to monitor student progress toward EU.

FIRM UP 1. Provide a variety of learning resources

and differentiated activities to validate responses to EQ.

2. Encourage students to reflect, revise, or rethink their understanding.

3. Check for understanding; provide feedback; check against content standard

DEEPEN 1. Provide variety of learning resources and

differentiated activities/learning experiences in similar contexts to further validate student understanding

2. Encourage students to reflect, rethink, revise their understanding

3. Have students express their understanding

INTEGRATION

1. Students put together the different information and understanding they develop form their varied interactions.

2. Use of Concept map

3. Discuss how performance tasks evaluate understanding

4. Relate content integration with value integration

5. Students reflect on the relevance of content to daily life

TRANSFER

1. Provide for transfer of learning to new or different context.

2. Evaluate product/performance; check against performance standard

Teaching & Learning for Understanding

ACQUIRE Important

knowledge & skills

TRANSFER learning to new

situations

MAKE MEANING

of big ideas (key principles &

strategies)

ACQUISITION

Apprehend

Calculate

Discern

Select state

Identify

Notice

Paraphrase

Plug in

Analyze Compare Contrast Critique Defend Evaluate Explain Generalize Interpret Justify Prove Verify Translate Summarize

Adopt

Adjust

Apply

Create

Design

Innovate

Perform

Self-assess

Solve

Troubleshoot

MEANING TRANSFER

Sample Learning Activities

Write Learning Plan

•Is the EQ introduced in stage 3? How is it done?

• Does the EQ recur throughout stage 3? Are students asked to rethink their answers to the EQ? How do students show their revised ideas?

• Do all activities relate to the Big ideas and the EU? Are they connected together by the Big Ideas and EU? Or are they just a series of fun activities with no reference to the EU & BI?

•Are these activities prepare the students to do the transfer task?

•Is the performance or transfer task stated and done in stage 3? Are the other assessments also stated and included?

• do the activities show a balance of A M T?

• do the M activities require students to make inferences instead of merely copying or repeating already stated information?

• Are the activities genuinely engaging and through-provoking?

TEACHERS

GOOD LUCK Future

To be a

Cor Jesian today

is to

believe, live and spread God’s

LOVE.

Teacher’s Prayer

I want to teach my students how--

To live this life on earth, To face its struggles and its strife

And to improve their worth.

Not just the lesson in a book, Or how the rivers flow,

But to choose the proper path, Wherever they may go.

To understand eternal truth, And know right from wrong, And gather all the beauty of

A flower and a song,

For if I help the world to grow In wisdom and grace,

Then I feel that I have won And I have filled my place.

And so I ask your guidance, God That I may do my part,

For character and confidence And happiness of heart.

AMEN.

understanding by design (ubd)

Education

student performance

student understanding

student achievementwhich

active learning

monitor learning

appropriate learning

portfolioanalyze student

students prior knowledge