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What has been the most rewarding

feedback you have received fromyour students?

What are your success indicators thatwhat you taught in the classroom wasuseful to your students lives outside

of the school?

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Have you ever been confronted withcomments from your students/colleaguesor supervisors that your teaching is :

* too activity-focused ?

* coverage-focused ?

Where is the flaw here?

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Responses to these three questions

have to do with the way you prepareyour INSTRUCTIONAL DESIGN

.

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SEMINAR-WORKSHOP

onUNDERSTANDING BY DESIGN

(UBD)

Mega Mall, July 14, 2011

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Would you tell me, please,which way I ought to go from here?

asked Alice.

That depends a great deal on

where you want to go, said the cat.

I dont care much where, said

Alice.

Then it doesnt matter whichway you go, said the cat.

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To begin with the end in mind

means to start with a clearunderstanding of your destination. It

means to know where you are going

so that you better understand whereyou are now so that the steps you

take are always in the right direction.

(Covey Stephen, The Seven Habits of Highly Effective People)

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Entry Activity

In a piece of paper, write down insequence the steps you follow each timeyou prepare your lesson plan.

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ObjectivesInstructional

MethodMaterials

Strategies

Assessment

The Conventional Way

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2) Assessment

3) Instructional

Plan

1) Goals/DesiredOutcomes

The UBD Way

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What is backward design?

a process that focuses onassessment first and

instructional activities last

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What happens in backward planning?

Teachers set the essentialunderstanding of the unit.

Decide how students will provideevidence of their learning

Design instructional activities to help

learners learn what is needed to besuccessful.

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Why Backward???

We think first of what we want toachieve. We think of results.

We think also of the evidence thatlearning has taken place.

We think last of what we want to do.

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Stage 1: Identify Desired Results

Key Design QuestionsWhat are worthy & appropriate results?

What are the key desired learnings?

Why should students come awayunderstanding, knowing and able to do?

What big ideas can frame all these bigobjectives?

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What pieces of knowledge do

we draw out from the

selection to be taught?

Enduring value BIG IDEAS

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BIG IDEAS ENDURING

UNDERSTANDING

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How to extract the BIG IDEAS

1.Read the selection to be taught.

2. Draw out pieces of knowledge and

write these in statement forms.

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Tips for Big Ideas

Look for standards.Use some questions

o Why study____, so what?

o What makes the study of ___ universal?

o What larger concept, issue or problem

underlies _____?

o What is a real world insight about ____?

o What is the value of studying ___?

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Workshop 1

Writing Enduring Understanding

Statements

Writing Knowledge Statements

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Workshop Activity

Read together The Parable of the Sowerand the Seed (Luke 8: 1-15)

Represent the pieces of knowledge youcan get from the parable and the bigideas with enduring value beyond theclassroom. (Write these in Manila paper)

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Filter 1

Big Ideas (of enduring value)

We are all called to be sowers andproclaim the Good News of Jesus throughword and action.

We need to develop the qualities that asower of seeds needs to be effectiveministers to people described (soilconditions) in the parable.

There is an appropriate type of soilneeded for the seed to bear fruit.

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Knowledge Statements :

1. Jesus often presented truth in parables.2. The two images Jesus used in the

parable are the seed and the soil.

3. The seed illustrates the Word of Godand the soil, the heart of man.

4. The four kinds of soil in the parable are:

a. hard soil c. with many thornsb. with many rocks d. Good soil

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II.

What do we do with the knowledgestatements and the BIG IDEAS we havedrawn from the selection?

Frame these into EssentialQuestions.

(Turn the big ideas/outcome statements

into question form)

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Four Connotations of EssentialQuestions :

1. Important questionsthat recurthroughout our lives (broad in scope/timeless

in nature/perpetually arguable)

2. Core ideas and inquirieswithin adiscipline (historically important and alive in

the field)

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Four Connotations of Essential Questions

1. Important questions2. Core ideas and inquiries

3. What is needed for learning corecontent (if it helps students effectivelyinquire and make sense of important but

complicated ideas.

4. Questions that will most engage a

specific and diverse set of learners.

(if they look and hold attention of students)

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Essential Questions

What provocative questions will foster inquiry,understanding and transfer of learning.

For example :

We are called to be sowers and proclaimthe Good News of Jesus through word and

action.

What essential questions can youformulate around this statement?

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Take NOTE!

The distinctions between essential and

knowledge questions are not categorically

pure, not black and white.

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Take NOTE!

The point is to focus on its larger purposes -

to frame the learning

engage the learner

link it to more specific or more generalquestions guide the exploration &

uncovering of important ideas.

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Workshop 2: Framing theEssential Questions

Activity:

Convert your Enduring UnderstandingStatements into ESSENTIALQUESTIONS

(Write these in Manila Paper)

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Why Backward??? ?

1.We think first of what we want toachieve. We think of results.

2.We think also of the

evidence that learning hastaken place.

3.We think last of what we want to do.

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Stage 2: Determine acceptable evidence

Think like an ASSESSOR,

not like a TEACHER.

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When thinking like an assessor, we ask

1. What would be sufficient and revealing

evidence of understanding?

2. Given the goals, what performance tasksmust anchor the unit and focus the

instructional work?

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When thinking like an assessor, we ask

3. What are the different types of evidence

required by Stage 1 results?

4. Against what criteria will we appropriatelyconsider work and assess? (This is where

rubrics and exemplars come into play)

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Stage 1: Identify Desired Results

Key Design Questions What are worthy & appropriate results? What are the key desired learnings?

Why should students come awayunderstanding, knowing and able to do?

What big ideas can frame all these bigobjectives?

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Basic Requirements of AssessingUnderstanding

Know learners thought processes along with

their answers and solutions.

Explanation of why they did what they did. Support for the response.

Reflection on the result.

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Facet 1: Can explain

Provide insightful & credible reasons Make fine distinctions/qualify ones

opinion

Reveal grasp of subject

Justify views with sound argument andevidence.

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Facet 2: Can interpret

Provide meaningful and illuminatingaccounts of complex situations andpeople.

Can read between the lines

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Facet 3: Can apply

Uses knowledge in context

Has know-how

Is able to : employ her knowledge

extend or apply what she knows

self-adjust as she performs

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Facet 4: Sees in perspective

critique and justify a position place facts and theories in context

infer assumptions upon which an idea is

based

know the limits as well as the power of ideas

see through argument or language that is

biased, partisan

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Facet 5: demonstrates empathy

project oneself into, feel and appreciateanothers situation

See when incomplete or flawed views are

plausible

see how an idea can be misunderstood

watch and listen sensitively and perceivewhat others often do not

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Facet 6: Reveals self-knowledge

recognize ones prejudices and style

engage in effective metacognition

question ones convictions

self-assess and self-regulate accept feedback & criticism without

defensiveness

regularly reflect on the meaning of ones

learning and experiences

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Types of evidence

a. Performance Tasks

tasks real or simulated setting

addresses an identified audience

based on a specific purpose related to theaudience

task, criteria & standards are known in

advance

greater opportunity for students to

personalize the task

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Types of evidence

b. Academic Prompts

open-ended questions requiring critical

thinking

No single best answer

Ill-structured, requiring development of a

strategy

Explanation or defense

c. Quiz and test items

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RUBRICS

a simplified way to grade a complicatedtask/assignment and to remain objective

describes the qualities of theoutput/products

represented by a matrix

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Rubrics

Kinds of rubrics :

1. Holistic scoring : overall impression

2. Analytic : awarding of separate scoresfor different traits or dimensions of astudents work.

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1. Accuracy

E P

Workshop 3: Evidence of

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Workshop 3: Evidence ofUnderstanding

Workshop Activity:

How would you check students

understanding of the parable, The Sowerand the Seed? Make a presentation thatwill show any of the types of evidence ofunderstanding.

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Conclusion

Understanding is present if studentscan think and act flexibly around what

they know.

There is no understanding or there is

lack of understanding when a learner

cannot go beyond rote and routinethought and actions.

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Understanding is:

making sense ofpieces ofknowledge connecting withother domains

?

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Why Backward??? ?

1.We think first of what we want toachieve. We think of results.

2.We think also of the evidence that

learning has taken place.

3.We think last of what we want to do.

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Stage 3 : Learning Plan

What does a learning plan for understandinglook like ?

The best designs :

ENGAGINGand

EFFECTIVE

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Engaging

Thought-provoking Fascinating

Energizing

GOAL: to affect them in many levels

interesting and relevant work

intellectually compelling andmeaningful

enjoyable work

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Effective

Learners become morecompetent and productive

Performance is of high standards

Greater skills, intellectual powerand self-reflection

Guide Questions to Check for Traces of

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Guide Questions to Check for Traces of

UbD in Classroom Activities

Is it applicable to other situations?

Is it open to ongoing assessment and

adjustment and evaluation? Does what is learned serve as a pathway

to enduring understanding?

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UbD is about

Good design of

curriculum

assessment instruction

Focused on developing and deepeningunderstanding of important ideas

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Characteristics of the Best Designs

Clear performance goalsHands-on approach

Focus on interesting & important ideas,

questions, issues, problemsReal-world application

Variety in methods, grouping, tasks

Time set aside for focused reflection

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Big Ideas About UBD

1.UBD is . . .a framework for research-

based best practices to promote

high levels of achievement andunderstanding by students

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Big Ideas About UBD

3. Defines what is non-negotiablefor all and ensures time for in-

depth inquiry, questioning andconceptual exploration.

Big Ideas About UBD

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Big Ideas About UBD

4. Expands assessment repertoires

to include

performance-based assessments

students reflectionstherefore,

photo album vs. snapshotapproach

Big Ideas About UBD

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Big Ideas About UBD

5. Integrates assessment andinstruction that leads to genuinedifferentiation for different

strengths and needs of students.

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UBD Key Design Principles

1. Students learn actively, not passively: construct meaning through experience-based

learning activities

there has to be application and transfer oflearning to new situations

knowledge does not guarantee

understanding

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2. Learning depends on three dominant brainfunctions :

a. innate search for meaning/purpose

b. ongoing connection between emotionand cognition

c. innate predisposition to find patterns

in the learning environment

UBD K D i P i i l

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3. Teaching for deep understanding

emphasizes both declarative knowledge

(facts, concepts, generalizations, rules,

principles and laws) and procedural

knowledge (skills, procedures andprocesses).

Genuine understanding is demonstrated

through the FACETS OF LEARNING

UBD K D i P i i l

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4. UBD distinguishes between and among

what is just worth being familiar with versus

what all students should know, be able to

do and understand.

5. The best instructional designs are backward.

6. Students develop conceptual understanding

when they can cue into the enduringunderstandings and essential questions.


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UBD Key Design Principles7. Objectives should clearly specify in

measurable terms what all students shouldknow and be able to do to achieve desired

understanding and to respond to essential

questions.8. Assessments should be photo album

approach, not snapshot approach.

9. UBD demands that students acquireunderstanding and knowledge in real world

situations and scenarios.

Fil f S l i U d di

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Filters for Selecting Understandings

1. Represent a big idea having enduring value

beyond the classroom.

2. Reside at the heart of the discipline (involve

doing the subject).3. Require un-coverage (of abstract or often

misunderstood ideas)

4. Offer potential for engaging students.

Fil f S l i U d di

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Filter 2: Reside at the heart of the discipline.Involve doing the subject.

Designing Activities that evoke possibleanswers to the Essential Questions.

Filt f S l ti U d t di

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Filter 3: Require uncoverage (of abstract oroften misunderstood ideas)

Filt f S l ti U d t di

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Filter 4 : Offer potential for engagingstudents.

Activity :Relating Personally to the Parable

Write/Relate about a personal incident

that matches the parable.

S 1 D i d R l

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Stage 1 Desired Results

Established Goals:

Enduring Understandings:

Students will understand thatEssential Questions:

Students will know K Students will be able to S

Stage 2- Assessment EvidencePerformance Tasks: Other Evidence:

Stage 3 Learning PlanLearning Activities:

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Final workshop

Prepare a UBD design of a

lesson on a parable of yourchoice. Use the UBD template.

ubd-july 14, 2011

Documents