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Understanding by Designand
From Coast and Camp to the
Inland Empire
Stacy Hill
April 22, 2003
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This portion is based on
The Understanding byDesign Handbook
by Jay McTighe and
Grant Wiggins
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Many students view classroom
activities as an arbitrarysequence of exercises with no
overarching rationale.
From Inside the Black Box by Paul Black and Dylan
Wiliam, Phi Delta Kappan, October 1998.
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Traditional Planning
What chapter I need to get to
Daily activities
What am I going to assign for homework
I have to change the test and cross out all of thequestions I didnt get to this year
Quickly check to make sure I have some of theEALRS covered
Remind yourself that you are probably teachingsomethingthat is on the WASL anyway
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Students can hit any appropriateachievement target that is clear
and holds still for them.
-Rick Stiggins
Assessment Training Institute
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UbD in a Nutshell
Stage 1 Identify desired results
Stage 2 Determine acceptable evidence
Stage 3 Plan learning experiences andinstruction
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Stage 1:
Identify Desired Results
Content Standards and Knowledge &Skills
Enduring Understandings
Essential Questions
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Enduring Understandings
Enduring
understanding
Important to
know & do
Worth being
familiar with
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Enduring Understandings:
How people deal with other people affects their future.
Some form of conflict will be present in all lives at somepoint.
Conflict does not just affect humans.
Essential Question:
What role did conflict play in development of the
Constitution of the United States?
Examples
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Essential Questions
Have no one obvious right answer
Raise important questions across content
areas
Reflect conceptual priorities
Recur naturally
Are framed to provoke and sustain
student interest
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Overarching Essential Questions
How does conflict create change?
What are rights and responsibilities that lead to
independence?Does power corrupt?
How does time affect change?
What interactions stimulate growth?
What is the balance between humans and nature?
What is stretching and shrinking around you?
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How does conflict affect the economy of a country?
How does climate determine population?
What if the South had won? What makes the Constitution a living document?
Why should I learn slope?
How can natural disasters be good for the planet?
Topical Essential Questions
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Kid Friendly EQs
What societal influences perpetuate pre-
adolescent tobacco use?
or Why do your friends start smoking?
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Stage 2:
Determine Acceptable Evidence
Determine methods of assessment Performance task
Other evidence
Quizzes, tests, prompts, work samples
Observations
Student self-assessment
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Enduring Understandings
Enduringunderstanding
Important to
know & do
Worth being
familiar with
Kinds of Assessment
Traditional question &answer
paper/pencil
selected-responses
constructedresponse
Performance tasks &projects
open-ended
complex
authentic
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Adapted from Understanding by Design
Academy, Seattle, WA, July 2001 presented byJay McTighe, ASCD.
Think Scrapbook
versus
Snapshot
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GRASPS
Goal
Role
Audience Situation
Product/Performance and Purpose
Standards for Success
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GRASPS Ideas
G Design, teach, explain, inform, create, persuade, defend, critique,improve
RAdvertiser, illustrator, coach, candidate, chef, engineer,
eyewitness, newscaster
A Board members, neighbors, pen pals, travel agent, jury, celebrity,historical figure
S The context and content your G, R, A, & P put you in
P Advertisement, game, script, debate, rap, banner, cartoon,scrapbook, proposal
S What success looks like: Scoring guide & examples
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Stage 3:
Plan Learning and Instruction
WHERE
Misunderstandings
Determine the role of technology inenhancing teaching and learning i.e.,
using the audio documentary contentInstructional activities and the six facets
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Do the activities explain by themselves
where are your students heading and why?
Do the activities hook your students through
engaging, thought provoking experiences?
Do the activities help students experiencethe ideas or issues to make them real?
Do the activities cause students to reflect
and rethink- to dig deeper into the core
idea?
Do the activities allow for students to
exhibit their understanding through a
product or performance?
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Six Facets
Explanation: demonstrating understanding
Interpretation: reading between the lines
Application: performing Perspective: analyzing or inferring
Empathy: assuming a role
Self-Knowledge: being aware or realizing
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UbD Website
www.ubdexchange.org
Password: contact your district
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Now
UbD
and
From Coast and
Camp in the Inland Empire
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EALR Connections
OSPI Website for Social Studies:
http://www.k12.wa.us/curriculuminstruct/
SocStudies/EALRs
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Social Studies1. The student examines and understands major
ideas, eras, themes, developments, turning points,chronology, and cause-effect relationships in United
States, world, and Washington state history1.1 Understand and analyze historical time and
chronology
1.2 Understand events, trends, individuals, andmovements shaping United States, world, andWashington State history
1.3 Examine the influence of culture on United States,world, and Washington State history
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Step 1: Establish EnduringUnderstandings for the unit, develop theEssential Questions that will guide
students to the understandings, selecttargeted EALRs
Step 2: Choose your evidence ofunderstanding (assessment)
Step 3: Plan the learning activities (how touse the CD)
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Sample Enduring Understandings
The effects of relocation during World War
II still affects the future generations of
Japanese-Americans.
Prejudice directed the actions of many
powerful people after Pearl Harbor.
Hysteria causes people to be suspicious of
those around them.
Things are not always as they appear.
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Sample Essential Questions
Has the U.S. ever put its own people ininternment camps?
Under what circumstances should civil rights be
compromised?*How do you explain prejudice?
What is discrimination?
How do you know when something is true?
What should regular people do to be protectedfrom discrimination?*
What kind of people arent accepted at school?
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Constructing a Performance Task
Goal
Role
AudienceSituation
Product
Standards
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Sample Performance Task
Goal: Teach about the experiences of
Japanese-Americans during WW II.
Role: reporter
Audience: college history majors
Situation: report your findings using the audio
documentary and other sources
Product: on-line magazine Standards: use the documentary, report on real-
life experiences, utilize the writing process
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Samples, cont.
Newspaper
College tour for credit
Museum wing designScrapbook for descendents
Childrens book
DramatizationSlide show corresponding with audio
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Activity Ideas
Vocabulary meet and greet
Storyboards while listening
Literal, Inferential,Evaluative levelwriting during and after listening
Track title predictions
Comparison/contrast to current events
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Conclusion
What should the students know?
How will you know when they know it?
How will you get them there?
ubdexchange,.org