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UbD Enduring Understandings & Essential Questions
Stage 1
Dr. Robert MayesUniversity of Wyoming
Science and Mathematics Teaching Center
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Caution: Assessing for understanding is not as easy as it appears
Minds of Our Own Thin Air
http://www.learner.org/resources/series26.html
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Evidence of Understanding
Think like an assessor Conventional Design
Stage 1 Stage 3 Stage 2 Assessor (Backward) Design
Stage 1 Stage 2 Stage 3
Stage 1: Desired results – enduring idea Stage 2: Evidence – assessment tasks Stage 3: Learning Plan - activity
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Stage 1: Desired Results – 4 categories
Established Goals (G) National, state, local, professional standards,
program objectives, learner outcomes Enduring Understandings (U)
What we want students to come to understand about the big ideas
Essential Questions (Q) Open-ended provocative questions designed to
guide student inquiry and focus on uncovering big ideas
Knowledge and Skills (KS) Discrete objectives students are to know and be
able to do
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Desired Results Design Elements Overview – Handout
(GUQKS) Structure of Knowledge – Activity (KSU)
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Identifying Enduring Understandings (Activity – KSU)
Background: field of possible content, topics, skills and resources Cannot address all so obligated to make
choices
Worth being familiar with
Important to know and do
Enduring Understanding
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Identifying EnduringUnderstandings
Worth Being Familiar With (Largest Ring) Expose to broad brush knowledge but do
not require mastery Assess through quizzes and tests
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Identifying Enduring Understandings
Important to Know and Do (Middle Ring) Important knowledge: facts, concepts and principles Important skills: processes, strategies and methods Mastery by students is prerequisite for success in
accomplishing key performances (understanding)
Enduring Understanding (Smallest Ring) Anchor unit and establish rationale for it Big Ideas – Why is this worth studying? Assessed by Performance
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Essential Questions
Staying focused on enduring understandings is accomplished by: Framing goals in terms of essential questions Specifying the desired understandings Specifying key performance tasks
Write-out: What is an essential question? Students take turns providing their interpretation of
the above question from reading Chapter 5 by writing a word or phase on the board. Students cannot talk, but they can write responses to other students’ input.
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Essential Questions
Provocative questions and big ideas lead to engaging students in inquiry, uncovering ideas, and developing understanding
Avoids activity-orientation or coverage orientation of teaching
Standards make mistake of framing core content as factlike sentences rather than revealing them to be summary insights derived from questions and inquires
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Essential Question Characteristics Cause genuine and relevant inquiry into big ideas
and core content Provoke deep thought, lively discussion, sustained
inquiry, and new understanding; lead to new questions
Require students to consider alternatives, weigh evidence, support their ideas, and justify answers
Stimulate vital, ongoing rethinking of big ideas, assumptions, and prior lessons
Spark meaningful connections with prior learning and personal experiences
Naturally recur, creating opportunities for transfer to other situations and subjects
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Essential Questions - different levels of specificity Overarching: more abstract or general
understandings that are transferable, broader in scope so involve generalizations that transcend the unit forming bridges to other units and courses
Topical: topic specific insights, generalizations derived from the specific content knowledge and skills of the unit
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Essential Questions - 4 types
Scope
Intent Topical Overarching
Guiding (closed) Unit specific questions, converge toward settled understanding
General questions, cut across unit/subject but still converge to desired understanding
Open Stimulate inquiry and deepen understanding of important ideas within a unit, do not converge to settled understanding
Broad and deep questions that remain open in the discipline, cut across unit/subject boundaries
Need overarching to ensure transferNeed topical to avoid aimless drifting discussionsNeed open questions to promote intellectual freedom and questioning authority
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CreatingEssential Questions
Convert declarative statements to questions - Jeopardy Approach Standards - declarative to interrogative
Enduring ideasUse 6 facets of understanding to
generate questions
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6 Facets of Understanding
1. Explanation
2. Interpretation
3. Application
4. Perspective
5. Empathy
6. Self-Knowledge
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Insight vs. PerformanceConundrum of Insight vs. Performance Performance Ability: revealed in Explain,
Interpret, and Apply Facets of Understanding Insight: revealed in Perspective, Empathy,
and Self-knowledge facets of Understanding Insight – basis of discovery: perceive essence of
problem, but may have difficulty articulating it Performance - articulation and accuracy of
formalized knowledge is often overvalued by assessor
Communication of idea, clarity, and justification are part of understanding
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Essential Questions from Skills Important understandings are often
implicit or embedded in skill development
High level use of skill involves innovation, judgment, and efficiency Genuine Performance requires making
choices from repertoire of skills to solve challenging problems
To be skillful is to work purposefully and strategically, requires understanding of key principles at work
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Filter for Essential Questions &Enduring Understandings
To what extent are the outcome statements: enduring and transferable big ideas, having value
beyond the classroom? (intellectual linchpin) big ideas and core processes at the heart of the
discipline? (authentic learning, active constructor) abstract, counterintuitive, often misunderstood,
require uncovering? big ideas embedded in facts, skills, and activities?
Activity: EQ and EU Sieve (QU)Activity: Drafting Essential Questions (Q)
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Dr. Robert MayesUniversity of WyomingScience and Mathematics Teaching [email protected]