curriculum guides – “understanding by design” · web view20. have i covered...

Adapted from the work of Grant Wiggins and Jay McTighe

©Diane Van Ausdall – Authentic Education (adapted from the work of Grant Wiggins and Jay McTighe). 1

Guide

Understanding by

DesignBackward

Guide


Read the Standards and determine which apply to your unit or check the standards first. A UbD unit design is a unit spanning usually two to six weeks. Be specific and give details for Assessment and Learning Activities Sections can be completed in any order-You can always go back to a section to add

additional information. The goal is clear alignment between the 3 stages. All 3 stages of UbD should be linked together!

Stage 1: Desired Results (Enduring Understandings, Essential Questions, Knowledge, Skills

Stage 2: Evidence (Assessment) Stage 3: Learning Plan (Learning Activities)

Design the units so that they would be useful for another person to teach the unit.

Name of the Course/Subject_____________________________________

Your Name____________________________________Topic/Title of the Lesson Design_______________________________________Approximate Length of Time to Complete the Unit:___________ Grade:___________Short Summary/Rationale: You should complete this summary when you have finished all three stages. (What is the lesson/unit about? What do you hope to accomplish? What will students know and do? Why is this topic important? Where does the topic fit in the sequence of the course?) WB pg. 84

Standards

Check the Standards and list the ones that apply to this unit. Be sure to include the number and sub-letter, if it applies.


Revised July, 2006

Align Unit with the Standards

Understanding by Design:

A Step-by-Step GuideUbD

Adapted from the work of Grant Wiggins and Jay McTighe Number Content Standard

Stage 1 – Desired Results Enduring Understandings-Major Generalizations/ConclusionsLook at the Standards (The nouns will usually give you some ideas about what is important-

(The verbs usually relate to the skill or activity needed)Related to Big Ideas “The moral of the story” The heart of the disciplineThe “Aha” Insight into the Standards The “forevers”A sentence not a question Conceptual foundation for basic

skillsAn inference not just a fact-often counterintuitive

Avoid definitions Not just a goal or objective Often include qualifiers, i.e. often, can may, usually.

Often crosses disciplines Could show a relationship between two or more concepts

Students need to “uncover” and “discover” to arrive at it

Examples of Enduring Understandings*Communism is an economic as well as political system.*State’s rights issues, linked to regional economies, were a chief cause of the Civil War.*The arts reflect the culture of the time in which they are produced. *Matrices and their inverses can be used to solve systems of equations. *Sometimes the most important conclusion is that nothing has changed.*Fairy tales often illustrate profound philosophical truths *What is considered democratic and who is worthy of justice depends upon time, place, perspective, and political and economic motivation.*Many real-world phenomena are periodic in their nature because they repeat themselves at regular

*Students will understand that fiction allows us to reflect on and mentally explore the challenges we all face in life*The words of poetry stir up feelings and ideas in the reader or listener.*Communication is interactive and is affected by culture as well as the sender/receiver's perceptions.*Anyone can be a hero to someone. The qualities of being a hero vary from person to person, event to event. Some people become heroes even if they don't want to be. *Living things grow and change, sometimes in predictable patterns *Communities may contribute positively or negatively toward the survival of the individual. *Technology may contribute to, or detract from, the ability of a living thing to survive.


What Will Students Understand as a Result of This Unit Design?

These are designed around the Standards and the Big IdeasWB pg. 71-74, 76, 84-87, 111-114, 116

Stage 1

Adapted from the work of Grant Wiggins and Jay McTighe intervals.*Future occurrences may be predicted with a sinusoidal model (if appropriate).*There are limitations in using mathematical models to accurately represent real-world phenomena.*Sometimes the “correct” mathematical answer is not the best solution to a real world problem.

*A balanced diet contributes to physical and mental health (Misconception: “It doesn’t matter what I eat.”*Poor nutrition leads to a variety of health problemsIn music the silence is as important as the notes.*Energy exists in many forms.*Mathematics is a language consisting of symbols and rules.* Laws and rules prevent chaos.* Information is organized in different formats and forms for varying purposes.

List Enduring Understandings-Generalizations/ConclusionsInclude Overarching and Topical

Students will understand that…

1.

2

3.

4

Essential Questions

Characteristics of Essential QuestionsESSENTIAL QUESTIONS:

These are questions which have more than one answer

Questions which requires the student to make decisions about the answer

If you can, try to avoid Yes/No questions. “How” and “why” are two good words to use.

Questions that cannot be answered in one sentence Questions which require inquiry, research, and

Interpretation: What does the Red Badge of Courage reveal about human beings and war?Empathy: How might it feel if your home and land were destroyed by people in your country?Explanation: Was the Civil War avoidable?Perspective : How did the war look from the point of view of Native Americans, or the


Enduring Understandings Can Be Overarching or Topical Overarching Understandings: Topical Understandings:

Point beyond the unit to larger, transferable Are subject- and topic-specific - Theyideas. They focus courses and programs: frame the unit of study. They identifyspecific topics, events, or texts of the unit the specific insights the unit is meantare typically not mentioned in the framing to “uncover”.

of overarching understandings.

Remember: All parts of the lesson must be connected!

Stage 1

Your Topic:_________________________(Enduring Understandings - WB pg. 107-110, 111, 113, 114, 116)

Adapted from the work of Grant Wiggins and Jay McTighe knowledge beyond surface understanding

Questions might be controversial or pose a dilemma Think about Essential Questions as those which lead

to “Enduring Understandings” Often, there are 3-5 Essential Questions for a unit. Important questions that recur throughout our lives

(Overarching EQ) Make sense of the Big Idea and require student to

make decisions about the answers

British?Application: How should the U.S. memorialize the war to best honor its legacy?Self-Knowledge: What do you believe is worth fighting for?*Essential Questions must be related to your Enduring Understandings*Based on the Six Facets from Grant Wiggins and Jay McTighe

Avoid questions which can simply be answered with a “yes” or “no” unless they are provocative and students know that they will need evidence to support their answer.

EQ Examples – WB pg. 88-90, 104, 106*What is a just war? *How do cultural and political events both past and present, influence the process of scientific inquiry? *What makes a good story great? *Why is it necessary to be cautious when using mathematical models as predictors of future events? *What role does judgment play in solving mathematical problems?*How is a pea, a prairie dog, a praying mantis or a peacock like a person?*How do members of a community interact to help each other meet their basic needs?*How does the environment affect the way people build their homes, travel, protect & clothe themselves, eat and drink?*What does it mean to be a good citizen?

*How much truth is there in fiction?*When is the “correct” answer not the best solution?*How does poetry reflect the world differently than stories, novels and reports?*Do you think a persuasive writing piece is an effective way of communicating? Explain your reasoning.*What makes someone a hero?*Can anyone be a hero?*Do you think you can be a hero?*Why do people need to know about the weather each day?*What are some different types of weather?*How can weather cause destruction?*What would life be like without money? *Why did people invent money? * Why do we study ancient civilizations?

Essential Questions should be related to your Enduring Understandings. They should help students get to the understanding. There must be a connection. They should make students make a judgment and then support their answers with facts. EQ’s make students THINK! They encourage reasoning and justification. They are important questions that may recur throughout our lives. EQ’s engage a specific and diverse set of learners. EQ’s can be topical or overarching. List 3-5 Essential Questions.

1.2.3.4.5.

©Diane Van Ausdall – Authentic Education (adapted from the work of Grant Wiggins and Jay McTighe). 5Knowledge

WB pg.65


Knowledge What will students know?

WB pg. 66, 67, 119

Think about how your content would be organized in a meaningful way. For example: The Causes of World War I or The Steps in the Scientific Method. “Knowledge” means a collection of facts, ideas, or concepts. Look at the Content Grid for ideas.

Students will know…1. 2.3. 4.5. 6.


Content Grid*- Key Words, Ideas, Concepts, People etc. What is the terminology associated with this topic? What is the vocabulary associated with the unit?

Remember: All parts of the lesson must be

Stage 1

Stage 1(cont.)


Skills- WB pg. 66, 67, 119What will students be able to do?


Analyze Trace Calculate Computer skillsCategorize Evaluate Scale Internet skillsPredict Critique Create (a flow

chart)Measure

Locate Write Persuasively

Compare and Contrast

Use a graphing calculator

Plot Synthesize Research Skills Differentiate between fact and opinion

Stage 1

Students will be able to…1. 4.2. 5.3. 6.

Move on to Stage 2Stage 2


Create different kinds of assessment (debate, quizzes, tests, performance tasks, projects, writing prompts-essays, research papers, self-assessment instruments, internet projects, brochures, PowerPoint, maps, charts…….) You must include a Performance-Based Assessment. Describe the performance and include the rubric. Try to make your assessment as authentic as possible. Do or create something where someone else will benefit. Try to have students solve a “real world” problem.

Make sure you have SUFFICIENT evidence for assessment.Important: You need to be specific! For Example: If it’s an essay, what is the

essay question? Who will be the audience?


Stage 2 - Assessment Acceptable Evidence – How do you know if they understand?WB – Pg. 157-158, 161Acceptable Evidence –

• Group Presentation

Persuasive Speech

• Panel Discussion• Sing or Play an

Instrument

• Demonstration/Exhibit

Oral Interpretation

• Information Interview

• Role-Playing

• Job Interview

Puppets, Etc.)

• Student-Led Conference

Portrayal

Movie/Radio or TV Play/Musical

Recording

Radio or TV Variety Show

Talk Show

Radio TV Documentary

Radio or TV Ad

Radio/TV Report

Slide-Tape Show/Filmstrip

Use spread sheet to...

Use word processing to...

Use a database to...

• Meeting of the Minds

Use communication program to...

Use graphics to...PosterCartoonEditorial Cartoon

Technical Report/Manual

Instructions

Sales Pitch

•Scale or Working Model

Conclusions from Analysis

•Recipe• Request Ideas/Input

• Actual Product/InventionThoughts on Designing a Performance Based AssessmentG – Goal – Task, Goal Problem, Challenge, Obstacles to overcomeR – Role – What position do you want the student to take? (role playing)A – Audience – Appropriate target audience – Who will benefit from this presentation?S – Situation – What conditions does the student need to be aware of?P – Product/Performance and Purpose – What will the student create?S – Standards and Criteria for Success – Who will judge the work? What is the rubric?

Make a Connection to the Community-Consider you Audience



Performance-Based Assessment(s) WB pg. 168, 169, 170-171, 173-174Description of the Performance Task(s) – Details or Attach the GRASPS Handout with a rubric.1.

Traits/Criterion/Elements for Assessment #1

2.

Traits/Criterion/Elements for Assessment #2

*Rubric : Attach rubric(s) at the endWB 182, 183, 188, 191, 192,

See Pg. 9

Describe the Performance-Task(s)And/0r

Complete GRASPS on Pg. 9


GRASPS – This process can simulate real world experiences

Authentic Performance Tasks Understanding is revealed in performance. Understanding is revealed as transferability of

big ideas, knowledge, and skill, on challenging tasks in a variety of contexts. You may need more than one performance tasks in a unit to reveal the understandings.GRASPS

Goal:o Your task iso The goal is to o The problem or challenge iso The obstacles to overcome are

Role:o You areo You have been asked to o Your job is

Audience:o Your clients areo The target audience is o You need to convince

Situation:o The context you find yourself in iso The challenge involves dealing with

Product, Performance, and Purpose:o You will create a

in order to o You need to develop

so that Standards and Criteria for Success:

o Your performance needs too Your work will be judged byo Your product must meet the following standards:

o A successful result will* Fill in only the bullets that work for your task.

For Performance Task example, see Wkbk. pg. 168, 169For Performance Task example done with GRASPS, see Wkbk. 170-171

For Roles, Audience, Product, and Performance ideas, see Wkbk. 173-174.



Other Assessment Evidence: WB 146-147, 142, 144-145, 1421.2.3.4.5.Student Self-Assessment

Library and Technology Skills * – If appropriate, summarize how library and technology skills are integrated within the unit and how you are collaborating with library and technology staff to plan and implement the unit.

Stage Three – Learning Activities

Thoughts on Designing Learning ActivitiesW – Where are students headed? (Goal) Why are they headed there?H – How will you Hook the student? Create activities which are engagingE – Experiences students will have; What key ideas will students Explore?R – Reflect and Rethink; How will students Revise and Refine?E – Exhibit student work; How will students self-Evaluate

T – Tailor and Personalize- How might the teacher appeal to a greater variety of learning styles by maximizing student options?O - How will the lessons be organized for maximum engagement?

Design StrategiesLearning Strategies:

Cause and Effect Graphic Organizers GeneralizingModeling Reflection KWLInductive Reasoning Deductive Reasoning Use All of the SensesPredicting Classifying SummarizingOrganizing Sequencing Recognizing PatternsPictographic Developing Charts Developing Graphs


Remember: All parts of the unit must be connected! Your learning activities should be designed to get at your Enduring

Stage 3

Adapted from the work of Grant Wiggins and Jay McTighe Analyzing Synthesizing EvaluatingMake Connections “Think-Aloud” Identify MisconceptionsPractice Specific Feedback Opportunities to RevisePerspective Abstracting Constructing SupportCompare and Contrast Analogies MetaphorsInferring Syllogisms ContradictionsBuilding Habits of Mind Self-Knowledge Recognize Weak ReferencesInventing Problem Solving Decision MakingSystems Analysis Experimenting Inquiry

Learning Activities:Lecture Discussion Cooperative LearningResearch Computers AVField Trips Video Graphic OrganizersRole Playing Simulations WritingReading Independent Study


Learning ActivitiesMeaningful and Engaging – Not just fun! Sequence them and

include the “WHERE TO” Elements. Details are necessary. Use other side.

1. 7.

2. 8.

3. 9.

4. 10.

5. 11.

6. 12.


Please include all sources that you used as well as any other resources that would be helpful for someone to replicate this lesson design.Textbook and other print sources:

Videos, Software, Data Banks:

Special Materials:

Internet Sources: (Title of the site and Address)

What does a good unit design look like? (from the Second Edition of Understanding by Design*Clear performance goals, based on a genuine and explicit *Clear models and modeling.


Resources

Adapted from the work of Grant Wiggins and Jay McTighe challenge.*Hands-on approach throughout; far less front-loaded “teaching” than typical.*Focus on interesting and important ideas, questions, issues, and problems.*Obvious real-world application, hence meaning for learners.*Powerful feedback system, with opportunities to learn from trial and error.*Big picture provided and clear throughout, with a transparent back-and-forth flow between the parts and the whole.

*Time set aside for focused reflection.*Variety in methods, grouping, and tasks.*Safe environment for taking risks.*Teacher role resembles that of a facilitator or coach.*More of an immersion experience than a typical classroom experience.*Personalized approach, with more than one way to do the major tasks, and room for adapting the process and goal to style, interest, and need.

UbD Self-Assessment Check ListYes No Unsur

e1. Have I included the appropriate Standards2. Does my summary include what the unit is about and what the students will do?3. Are my Enduring Understandings important and appropriate?4. Do my Essential Questions match the Enduring Understandings?5. Are the Essential Questions significant and open-ended?6. Do I have enough EQ’s to help “uncover” the EU’s?7. Does my knowledge section identify the important facts and concepts needed to know to “uncover” the EU’s?8. Am I encouraging students to develop higher level skills?9. Does the Performance Task (s) assess the Enduring Understandings?10. Is the Performance Task authentic?11. Did I include an appropriate rubric(s)?12. Are all 3 stages aligned? ( EU’s, EQ’s, Knowledge, Skills, Assessment and Learning Activities)13. Is there enough assessment evidence?14. Does the unit include student self-assessment and/or reflection?15. Is there a hook?16. Do the Learning Activities have enough detail?17. Are the Learning Activities effective and engaging?18. Are all the Learning Activities necessary?19. Have I listed enough resources?20. Have I covered all the elements of WHERE TO?21. Is there enough information/detail in this UbD unit for someone else to replicate it?


What are the strengths of this unit?

I could use some help on…..

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