ed 3501: curriculum and instruction section ghi - fall 2007 1 understanding by design understanding...

ED 3501: Curriculum and Instruction Section GHI - Fall 2007

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Understanding by Design

Understanding and Creating Effective

Instructional Design


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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?



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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


Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development


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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”




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“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



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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


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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?


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Assessing Understanding

Facets of Understanding: Explanation Interpretation Application Perspective Empathy Self-Knowledge

“Performance Verbs”



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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



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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



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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?



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““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?



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“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?



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E I F


ESSENTIALIMPORTANT

Familiar


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E


ESSENTIAL

Big Ideas

EnduringUnderstandings

Core TasksWhat will they remember and still understand 5, 10, 20 years from now?


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What do they need to know

and be able to do this term

to pass this course?

I


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


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F


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?


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E I F


ESSENTIALIMPORTANT

Familiar

From established content standards: Programs of Study

What is ....

-Essential

-Important

-Worth being familiar with?


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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


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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

ed 3501: curriculum and instruction section ghi - fall 2007 1 understanding by design understanding...

Documents

design understanding

classroom understanding

support understanding

instruction section

curriculum development

design wiggins

learning slide

design approach