ubd assessment 2

8/6/2019 Ubd Assessment 2

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Understanding By Design UBD Slides

page # 2004 Jay McTighe

What is worth understanding?

What is understanding? Howwill we know that studentsreally understand?

How might we better anticipateand address predictable student misunderstandings?

Key Questions...

Key Questions...

Why are the best curriculumdesigns backward?

How might we work smarter in curriculum design?

How shall we walk the talk and apply design standards toour own work ?

a prescriptive program

Understanding by Design

is not

opposed to traditionaltesting & grading

an instructional model

develop or refine a unit of studyusing the

UbD unit planning templateworking in

teams (2-3 colleagues)

Performance goal... Three-Minute Pause

Meet in groups of 3 - 5 to... summarize key points. add your own thoughts. pose clarifying questions.


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3 Stages of Backward Design

1. Identify desired results.

2. Determine acceptable evidence.

3. Plan learning experiences& instruction.

Key to Backward Design

Design assessments before youdesign lessons and activities.Be clear about what evidenceof learning you seek.

Think like an assessor!

Activity Orientation Coverage OrientationSeptember ---------------------------------------- June

UBD 1-page template...

enables designers tocheck alignment:

content standards

big ideasessential questionsassessmentslearning activities

Assessment Evidence

Learning Activities

Understandings Essential Questions

stage

2

stage

3

Standard(s):

stage

1

P er fo rm anc e Ta sk (s ): O th er Ev ide nc e:

Design Entry PointsFamiliar

topic Existingactivities

Keyresource(s)

Keyassess-ment(s)

Contentstandards

Importantskill(s)


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Stage 1 Identify desired results.

Consists of 4 components:content standardsunderstandingsessential questions knowledge and skills

u

C S

q

k

Stage 1 Identify desired results.

What big ideas do we want students to come to understand?

What essential questions willstimulate inquiry?

What knowledge and skills need tobe acquired given the understandingsand related content standards?

u

q

K S

Two practical problems withcontent standards:

1. sheer number

2. the Goldilocks problem

160 national and state-level standardsdocuments

more than 2000 pages and 14 pounds

a synthesis yielded 255 standards and 3,968 benchmarks

Marzano & Kendall, 1998

sheer numbers...

would require an additional

15,465 hours for studentsto learn them all!

9 more years (K-21) Marzano & Kendall, 1999

sheer numbers...


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Research on expertise suggest that asuperficial coverage of many topics inthe domain may be a poor way to helpstudents develop the competenciesthat will prepare them for futurelearning and work.

- Bransford, et. Al., How People Learn, p 30

research onLearning and Cognition Some standards are too BIG !

World Geography (grade 10)10.11 - The student will analyze the regional development of Asia, Africa,the Middle East, Latin America, and the Caribbean, in terms of physical,economic, and cultural characteristics and historical evolution from 1000 A.D.to the present.

estivation faux pas Occams razor Trabasso valence

Some standards are too small !The literate student ought to know:

Unpack Content Standards

Consider: What big ideas areembedded within the standards?

contentstandards

Structure of Knowledge

principlesand

generalizations

key conceptsand

core processes

facts and skills

Matters of Fact

Factual Knowledge [Students] identify the boundaries

of U.S. and French territorial claims inthe western hemisphere in 1800.

[National History Standards][Student] knows the similarities and

differences among various contemporaryforms of dance (e.g., jazz, tap).

[Standards for Dance]


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Factual Knowledge

includes... vocabulary/ terminology definitions key factual information critical details important events and people sequence/timeline

include... basic skills - e.g., decoding, drawing communication skills - e.g., listening,

speaking, writing research/inquiry/ investigation skills thinking skills - e.g., comparing, problem

solving, decision making study skills - e.g., note taking interpersonal, group skills

Skills

adaptation change energy exploration freedom interaction

Concepts -transferable big ideas

examples... justice migration patterns power symbol systems

Democratic governments must balancerights of individuals with the common good.

Correlation does not insure causality.

Creating space away from the ballincreases scoring opportunities (e.g., insoccer, football, basketball).

Principles andGeneralizations

examples...

u

Conclusions from scientific investigationsmust be verified through replication. Scientificinquiry deliberately isolates and controls keyvariables.

History involves interpretation and historianscan disagree. Ones interpretation of the pastmay be influenced by ones experiences, culture,philosophy, and political beliefs.

EpistemologicalUnderstandings

examples... We turn now to the questions of howexperts knowledge is organizedTheirknowledge is not simply a list of facts

and formulas that are relevant to thedomain; instead, their knowledge isorganized around core concepts or big ideas that guide their thinking about thedomain. - Bransford, et. Al.,How People Learn, p 24

research onLearning and Cognition


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Learning with understanding ismore likely to promote transferthan simply memorizing inform-ation from a text or a lecture.

- Bransford, et. Al., How People Learn, p 224

research onLearning and Cognition

Establishing Curricular Priorities

big ideas

worthunderstanding enduring

understandings

important to know & do

foundationalconcepts & skills

worth being familiar with

nice to know

New York MST #3 - select appropriate standardand nonstandard measurement units and toolsto measure to a desired degree of accuracy

Students will understand that : We can describe and measurethe same thing in different ways. There are margins of error inherentin every form of measurement. Correlation does not insurecausality.

measurement

ARTS - recognize how technical, organizationaland aesthetic elements contribute to the ideas,emotions and overall impact communicated byworks of art (Oregon - CIM)

Students will understand that : Available tools and technologies influencethe ways in which artists express their ideas. Great artists often break with establishedtraditions, conventions, and techniques toexpress what they see and feel.

artistic expression

Kentucky Science Academic Expectation 2.1:Students understand scientic ways of thinking andworking and use those methods to solve real-lifeproblems.

Students will understand that : Scientific knowledge develops andis confirmed through carefullycontrolled investigations. The scientific method deliberatelyisolates and controls key variables.

scientific process

English 2A.4a - Analyze and evaluate the effectiveuse of literary techniques in literature representinga variety of forms and media. (Illinois)

Students will understand that : Authors do not always say exactlywhat they mean (literally). Satire attempts to expose & ridiculepublic or political immorality andstupidity through irony, sarcasm orexaggeration.

satire


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Topic or theme:

Students will understand that :

True friendship is often revealedduring challenging times rather thanduring happy times.

friendship

Matters of Understanding

big ideas or core processes attheheart of the discipline

enduring - lasting value beyondthe classroomtransferable to other topics andinquiriesrequire uncoverage

Establishing Curricular Priorities

big ideas

worthunderstanding enduring

understandings

important to know & do

foundationalconcepts & skills

worth being familiar with

nice to know Why? So What? What is the moral of the story?

How is ______ applied in theworld beyond the classroom?

What couldnt we doif we didnt

understand ____?

topic, goal, content standard

enduring understanding

Underlying Concept(s)

When to usethe skill

Purpose, valueof the skill

Strategiesand Tactics

Identifying big ideas andessential questions in skill areas Skill area:

swimming

Students will understand that : The most efficient and effectivestroke mechanics involve pulling andpushing the maximum amount ofwater directly backward. A flat (vs. cupped) palm offers themaximum surface area.


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An understanding is abstract, may not be obvious, and

possibly counter-intuitive. cannot be adequately understood by

being stated. Coverage will notyield insight into abstract ideas.

is an inference that requires inquiryand construction of meaning by the

student if it is to be understood.

!Misconception Alert:

State the desired understandings as afull-sentence, specific generalization(the moral of the story).

Dont just specify the topic to betaught, but the understandings to beacquired.

Framing Understandings

Sample Essential Questions:

How does art reflect, as well as shape,culture?

How are form and function related in biology?

In what way do effective writers hookand hold their readers?

Who were the winners and who werethe losers in ___________________________?the Industrial Revolution

open-ended: nosingle answer;arguable; require

reasoning

recur: can(and should)be revisited

doorway: leadto big ideas and

core processes

generative: sparkinquiry and raiseother questions

Essential Questions...

Students will know:estivation

Big Idea Understanding : Living organisms have developed

adaptive mechanisms to enable themto survive in harsh environments.Essential Question: In what ways do living organismsadapt to survive in harsh environments?

Big Idea Understanding : Statistical analysis and display oftenreveals patterns in data, enabling us to

make predictions with degrees ofconfidence.

Mathematics Content Standard

predictive statistics

Essential Question: Can you predict the future? What will happen next? How sure are you?


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Big Idea Understanding : Great literature from various culturesexplores enduring themes and revealsrecurrent aspects of the human condition.

English/Lang. Arts Content Standard

world literature

Essential Question: How can stories from other placesand times be about me?

Core CommonalityQuestions Boyers Basic School

Big Idea Understanding : Everyone holds membership in avariety of groups.Essential Questions: Which groups did I join at birth? Whydo people join groups? What groups do I belong to? Can I leave a group?

STANDARD 11.6a The student willanalyze the causes and effects of majorevents of the Civil War and Reconstruction,including slavery. Virginia Standards of Learning

Big Idea Understandings : There is historical disagreement asto the centrality of slavery as a causeof the Civil War. The South seceded after Lincolnselection in 1860 because Southernersperceived a threat to the survival oftheir institutions, including slavery.





Stage 2 Determine acceptable evidence.

What evidencewould show that

students haveachieved the desired

results?

Assessment...

any systematic basis for making inferences about characteristics ofpeople, usually based on various

sources of evidence;the global process of synthesizing

information about individuals in orderto understand and describe thembetter Brown, 1983


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Think Photo Albumversus Snapshot

Sound assessment requires multiplesources of evidence, collected over time.

Recognizing the limitsof testing...

Evaluation is a complex, multi- faceted process. Different tests provide different information, and no single test can give a complete picture of a students academicdevelopment.

from CTB/McGraw-Hill Terra Nova Test Manual

Gather evidence froma Range of Assessments

authentic tasks and projectsacademic exam questions,prompts, and problemsquizzes and test itemsinformal checks for

understanding student self-assessments

Assessing StudentUnderstanding

Focus on evidence.

Students should be presumedinnocent of understanding untilproven guilty by a preponderanceof evidence.

Consider a judicial analogy:

Challenges in Assessing Understanding

difficult to distinguish true understanding from accurate recall knowing is binary - understanding is amatter of degree technical skill does not ensureunderstanding (e.g., athlete vs. commentator) understandings are student-constructed,thus not easily standardized


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Understanding??? Understanding...

the capacity to apply facts, concepts and skills in new situationsin appropriate ways.

Howard Gardner

reflection of a veteran high school teacher -- Evidence of Understanding...

requires the student to:

Apply to novel situation

authentic context

Explain support, justify

theorize & defend

Facet #1: Explanation

to understand is to know notonly what but why and how

ability to construct and inducetheories, and provide explanations

Focus on Justification

The student must not just do,they must explain and support (the dissertation and its defense).

understanding revealed throughincreasingly sophisticated accounts ( novice-expert rubrics)


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example: Teach a Lesson

You have been asked to help a thirdgrader understand the economicconcept of supply and demand.Design a plan for a 10 minutelesson. You may wish to useexamples (e.g., Beanie Babies orPokemon cards), visuals, ormanipulatives to help themunderstand.

Imagine that you are an elderlytribal member who has witnessedthe settlement of the plains by thepioneers. Tell a story to yourgranddaughters to explain theimpact of the settlers on your life.

example:

Tell a Story

example:You Are What You Eat

Since our class has been studying nutrition, the first grade teachers haveasked us to help their students learnabout healthful eating. Your job is tocreate a picture book to use inexplaining what a balanced diet is.Include pictures to show healthproblems that result from poor eating

habits.

You are a member of Holden Caufieldscase-review committee at the hospital fromwhich Holden is telling his story. Your taskis to write:1) a diagnostic report for the hospital, and2) a letter to Holdens parents explaining whats wrong with him.Base your analysis on Holdens own words.

example: Whats Wrong with Holden?

Interpret the data on ______ for the past ______ (time period). Prepare a report (oral,written) for ______ (audience) to help themunderstand:

what the data shows what patterns or trends are evident what might happen in the future

example: Whats the Trend? Facet #3: Application

The capacity to apply facts, conceptsand skills in new situations inappropriate ways.

Howard Gardner

Application: the use of abstractionsin particular and concrete situations

If a student really comprehendssomething, then he can apply it.

B. Bloom


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Authenticity Matters...

Therefore: Understanding is revealed throughcontextualized performance.

Students apply knowledge inmeaningful, real-world contextsto show that they really understand.

inauthentic vs. authentic (examples )

inauthenticfill in the blankselect an answerfrom a set ofgiven choicesanswer the ?s atend of chaptersolve contrivedproblems

authenticpurposeful writing scientific investigationissues debateprimary researchinterpret literaturesolve real-worldproblems

You have been hired by a day care agencyto fence in an area to be used for a play area.You have been provided with 60 feet offencing (in 4 sections) and a 4 gate. How canyou put up the fence so the children will havethe maximum amount of space in which toplay?

Submit your plan for the playground area.Include a diagram, your calculations, and asummary of why this is the best design.

example:Day Care Center

example:State Tour

The State Department of Tourism hasasked your help in planning a four-day tourof (your state ) for a group of foreign visitors.Plan the tour to help the visitors understandthe states history, geography and its keyeconomic assets.

You should prepare a written itinerary,including an explanation of why each sitewas included on the tour.

As a fitness trainer, your task is todesign a personalized plan to help a clientmeet their fitness goal. (Client goals and

characteristics are provided.)Your fitness plan should includeaerobic, anaerobic and flexibility exercisesalong with a proposed nutrition regimen.

example:

Personal Trainerexample:

Making the Grade

Your math teacher will allow you toselect the method by which measure ofcentral tendency mean, median or mode

your quarterly grade will be calculated.Review your grades for quizzes, tests,and homework to decide which measure ofcentral tendency will be best for yoursituation. Write a note to your teacherexplaining why you selected that method.


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Designing Task Scenarios

What is the g oal in the scenario?What is your role?Who is the audience?What is your s ituation (context)?What p roducts/ p erformances willyou prepare?By what standards (criteria) willyour work be judged?

G R

A

S

P

S

Implications for Rubrics

Include 2 traits to distinguish between:

ContentUnderstanding

Product/ Performance

Quality

Organize by W. H. E. R. E.

W = Where are we headed? and why?(from the students perspective)

H = How will the student be hooked?E = What opportunities will there be to be

equipped and explore key ideas?R = How will we provide opportunities to

rethink, rehearse, refine and revise?E = How will students evaluate (so as to

improve) their own performance?

W from thestudents perspective

How will you help students knowwhere they have come from: assess prior knowledge and interests; and where theyare headed and why: orient themtoward purpose of work, keyassignments, performance tasks, and the

criteria by which work will be judged?

4 ..........................

3 ..........................

2 ..........................

1 ..........................

W here example a model bulletin board

H = hook the students

How will you hook and hold thestudent through engaging and thought-

provoking experiences (issues, oddities,

problems, challenges) that point toward big ideas, essential questions, and

performance tasks? How will youhonor their different styles, interests,and abilities?


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Hook the student via...

weird facts/ anomalies

problems/ challenges

issue/ controversy

perspective shift(s )

counter- intuitives

case studies Hooks

E = experience, explore,and equip

What learning experiences willhelp students to explore the big ideas and essential questions?

What instruction is needed toequip students for their final

performance(s)?

R = reflect, rethink,revise and refine

How will you cause students toreflect & rethink to dig deeper intothe core ideas?

How will you guide students inrevising and refining their workbased on feedback and self-

assessment?

R = Rethinking using the Facets

Design work so that students are required to rethink what they thought they knew:

explain-apply-explaininterpret-self-assess-interpretexplain-shift perspective-explain

interpret-empathy-interpret

E = exhibit and evaluate

How will students exhibit their understanding through final

performances and products?How will you guide them in self-

evaluation to identify the strengths/ weaknesses in their work and set

future goals?

Considering Misunderstanding


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1. Why is it warmer insummer and colder inwinter?

2. What causes thephases of the moon?

Something to think about...

design 1-2 units in teams experience the design process

(develop a mental template) share many gourmet units

via a searchable data base

Work Smarter...

Sound familiar...?

Lack of resources

ubd assessment 2

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