ED 3501: Curriculum and Instruction Section GHI - Fall 2007
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Understanding by Design
Understanding and Creating Effective
Instructional Design
ED 3501: Curriculum and Instruction Section GHI - Fall 2007
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The Essential Question: What do we want learners to
understand, know, and be able to do several years from now, once they have forgotten the details?
Understanding by Design
ED 3501: Curriculum and Instruction Section GHI - Fall 2007
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Enduring Understanding: defines core ideas and processes central to a discipline or concept transferable to other content and
contexts enduring value beyond the classroom
Understanding by Design
Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development
ED 3501: Curriculum and Instruction Section GHI - Fall 2007
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Enduring Understanding: summarizes strategic skills and
principles constructed inductively by doing incorporates realistic contexts and
real-world problems and solutions actualizes fundamental “big ideas”
Understanding by Design
Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development
ED 3501: Curriculum and Instruction Section GHI - Fall 2007
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Understanding by Design
“Big Ideas”- anchor understandings are broad, abstract, universal, timeless connect and organize important ideas,
skills and facts are contextually and chronologically
transferable are conceptual, thematic, theoretical
Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development
ED 3501: Curriculum and Instruction Section GHI - Fall 2007
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DetermineAcceptableEvidence
Plan LearningExperiences
And Instruction
IdentifyDesiredOutcomes
“Backward Design”
Analysis of CriticalAssessment StandardsDetermine and ClarifyLearning Outcomes
Clear LearningOutcomes FocusAssessment of Learning
Defining EvidenceOf AchievementDirects Instruction For Learning
ED 3501: Curriculum and Instruction Section GHI - Fall 2007
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The “Design” Approach:
What essential outcomes are worthy and requiring of understanding?
What would be evidence of enduring understanding?
What teaching and learning experiences promote, foster, and support understanding, interest, and excellence?
ED 3501: Curriculum and Instruction Section GHI - Fall 2007
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Assessing Understanding
Facets of Understanding: Explanation Interpretation Application Perspective Empathy Self-Knowledge
“Performance Verbs”
Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development
ED 3501: Curriculum and Instruction Section GHI - Fall 2007
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Assessing Understanding
Authentic Performance Tasks are and/or reflect “real-life” assignments require presentation to a real audience have authentic specific purpose and goals require personalization and contextualization have transparent evaluative criteria and
standards engage students purposefully over time
Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development
ED 3501: Curriculum and Instruction Section GHI - Fall 2007
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Assessing Understanding
Essential Knowledge: “Learners will know ...”
vocabulary terminology definitions key factual information formulae critical details events sequences
Essential Skills: “Learners will be able
to ...” code/decode compute, calculate communicate, present compare, infer,
analyze, interpret inquire, investigate collaborate
Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development
ED 3501: Curriculum and Instruction Section GHI - Fall 2007
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Establishing Instructional Priorities
“E”: What are the ESSENTIAL learning outcomes?
What are the enduring understandings that learners must acquire?
What skills are necessary in order to be able to demonstrate understanding?
What knowledge is required to support this understanding?
Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development
ED 3501: Curriculum and Instruction Section GHI - Fall 2007
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Establishing Instructional Priorities
““I”: What content and skills is it
IMPORTANT for learners to have?
What content contains and defines the essential outcomes?
What framework of ideas complements the essential learning?
Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development
ED 3501: Curriculum and Instruction Section GHI - Fall 2007
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Establishing Instructional Priorities
“F”: What content is it worth being FAMILIAR with?
What other ideas surround these key ideas, topics, and concepts?
What connected ideas and experiences are inherently interesting?
What experiences are potentially engaging and motivating?
Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development
ED 3501: Curriculum and Instruction Section GHI - Fall 2007
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E I F
Establishing Instructional Priorities
ESSENTIALIMPORTANT
Familiar
ED 3501: Curriculum and Instruction Section GHI - Fall 2007
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E
Establishing Instructional Priorities
ESSENTIAL
Big Ideas
EnduringUnderstandings
Core TasksWhat will they remember and still understand 5, 10, 20 years from now?
ED 3501: Curriculum and Instruction Section GHI - Fall 2007
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What do they need to know
and be able to do this term
to pass this course?
I
Establishing Instructional Priorities
IMPORTANT
Things learners need to know: vocabulary, terminology, definitions, key facts, formulae,critical details, etc
Things learners need to be able to do: computation, communication,investigation, application, presentation, preparation, etc
ED 3501: Curriculum and Instruction Section GHI - Fall 2007
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F
Establishing Instructional Priorities
Familiar
Supplementaryinformation, concepts,
and ideasNonessential related
terminology, vocabulary,facts, formulae, and
details
Supporting, interesting,or motivating activities
and experiences.
What would be interesting,
motivating, enriching?
ED 3501: Curriculum and Instruction Section GHI - Fall 2007
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E I F
Establishing Instructional Priorities
ESSENTIALIMPORTANT
Familiar
From established content standards: Programs of Study
What is ....
-Essential
-Important
-Worth being familiar with?
ED 3501: Curriculum and Instruction Section GHI - Fall 2007
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Understanding the Program of Study
Assignment 1 - Curriculum Foundations Compare and contrast two core Programs of
Study, considering the “front matter” of each one unit from each
The class will use the concepts of essential understanding, knowledge, and skill to develop assessment criteria for this assignment
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References: Arter, J. & McTighe, J. (2001). Scoring rubrics in the
classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA. Corwin Press.
Brown, J. (2004). Making the most of understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development
Stiggins, R., Arter, J., Chappius, J., & Chappius, S. (2004). Classroom assessment for student learning: Doing it right – doing it well. Portland, OR. Assessment Training Institute
ED 3501: Curriculum and Instruction Section GHI - Fall 2007
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References: Wiggins, G., & McTighe, J. (1998). Understanding by design.
Alexandria, VA. Association for Supervision and Curriculum Development
Wiggins, G., & McTighe, J. (2004). Understanding by design: Professional development workbook. Alexandria, VA. Association for Supervision and Curriculum Development
Wiggins, G., & McTighe, J. (2005, 2nd Edition). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development