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More resources at:<del.icio.us/tag/ubd>
Download presentation at:
<slideshare.net/glennw98>
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Sticky ideas?
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UbD provides structure for kids & educators
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UbD is something you can actually use
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Two different types of learning and assessment
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“How many buses does the army need to transport 1,128 soldiers if each bus holds 36 soldiers?”• 32• How about . . . 1,128?• Or . . . 1?
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“Why do balloons in a speeding car always escape out the open window?”
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Bernoulli’s Principle
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Scale & proportion vs. creating a scale map of the state of Kansas
Your stories?
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A body of coherent facts
Verifiable claims
I know something to be true
I respond on cue with what I know
Knowledge
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Knowledge vs. Understanding
A body of coherent facts
Verifiable claims
I know something to be true
I respond on cue with what I know
Theory & meaning behind the facts
Fallible, “in-process” theories
I understand why it is true
I judge when to use what I know
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But . . . what does “understanding” really mean for educators?• “. . . the ability to think and act flexibly with what one knows.”
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A teacher’s job?
Design instructional units that encourage students to learn “the ability to think and act flexibly”
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How do you do that?
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The brain looks for patterns• Discrete pieces of data don’t
make sense • It tries to chunk data into
“icons”
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You’ve got 30 seconds
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How’d ya do?
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Write the following number from memory
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17766024365911
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You’ve got 20 seconds
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American Revolution / Declaration of Independence
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Minutes / hours / days
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Emergencies
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American Revolution / Declaration of Independence
Minutes / hours / days
Emergencies
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1776 60-24-365
911
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The point?
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Kids need structured learning
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We don’t always provide that
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“If you don’t know where you’re going, you’ll get there every time!”
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“Backwards Design”
Create Big Ideas
Determine acceptable evidence
Plan learning activities
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Create Big Ideas
Determine acceptable evidence
Plan learning activities
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So . . . what do you want kids to walk away understanding?
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“What is worthy and requiring of understanding?”• Problem?
Too many standards!K-12 vs. K-21
“Big Ideas”
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Worth being
familiar with
Important to know & do
“Big ideas” worth
understanding
Enduring understandings
Foundational concepts/skills
“nice to know”
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Example?
“Students understand that creating space away from the ball creates scoring chances”
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Characteristics
Moral of the story• Revolutionary War?
Involve ideas that give meaning to facts• Rule of law, geography affects
culture
Aren’t truisms• Wars are disruptive
Begin with: • “Students understand that . . . ”
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Example?
US History standards• describes the causes of the
American Revolution using colonial grievances and British policies
• identifies the ideas included in The Declaration of Independence
• describes participants and the role of compromise in the creation of the U. S. Constitution
• explains that the U.S. Constitution is fundamental law
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Economics forces can be very powerful agents for change
Democracy is “hard work”Individuals can have a huge
impact on society
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Whadda ya got?
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Create Essential Questions
What questions will stimulate inquiry?
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How much deeper would the ocean be without sponges?
What do people in China call their good plates?
Why are there Interstates in Hawaii?
If they squeeze olives to get olive oil, how do they get baby oil?
If a Smurf is choking, what color does it become?
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Fist to five
What is your understanding of Essential Questions?• Fist is you got nothing• Five is you’ve written best
selling books about essential questions
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Common characteristics?
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The answer can’t be “Googled”• Must be created
Generates more questionsShort and sweet
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Aligned with enduring understanding• The answer leads to Big Idea
Reside at the top of Bloom’s• Evaluate / Synthesize / Analyze
Lots of whys and hows
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Economics forces can be very powerful agents for change
Democracy is “hard work”
Individuals can have a huge impact on society
Why do revolutions happen?
Why do we need governments?
How can I make a difference?
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What is the relationship between popularity & greatness in literature?
Yes No
When was the Magna Carta signed & by whom?
What is hibernation?
Which European colonial power has the worst legacy?
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What is a linear equation?
Yes No
Is prejudice more a view of class or race?
What are the components of a unicameral legislature?
When did the United States become a superpower?
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Create Big Ideas
Determine acceptable evidence
Plan learning activities
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“What is acceptable evidence?”• Design assessments before
designing teaching activities• Think like an judge
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“Students should be found innocent of understanding
until convicted by a preponderance of the evidence.”
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A teacher’s job?
Focus on performance tasks• True measure of student
understanding
Use the Six Facets of Understanding • Provides indicators of
understanding• Suggests methods of
assessment
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GRASPS
What is the Goal?What is the Role?Who is the Audience?What is the Situation?What is the Product / Performance?
What are the Standards for evaluation?
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Create Big Ideas
Determine acceptable evidence
Plan learning activities
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Plan learning experiences
“What learning experiences & teaching promote understanding, interest, and excellence?”• Use the WHERETO approach
as a guide
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Have any of you ever actually built a house?• Had one built?• Watched one built?• Lived in one?• Know what one is?
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Using what you know about:• Construction• Understanding by Design
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The blueprints and plans are / is to building a house as Understanding by Design is to teaching.
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The blueprints and plans are to building a house as Understanding by Design is to teaching.