Understanding by Design

Understanding by DesignSession 2

As Wiggins and McTighe (2005) observe in Understanding by Design, ...in the best designs, form follows function. In other words, all the methods and materials we use are shaped by a clear conception of the vision of desired results (p.14).

The vision or visualization of the desired results (i.e., outcomes) is a key to teachers developing a deep understanding of the intent of each outcome. For example, when reading an outcome, it is important to determine the type of knowledge required by the outcome (i.e., factual, conceptual, procedural, metacognitive, or a combination).1

Understanding Conceptual Foundations in Saskatchewan CurriculumBALs- Broad Areas of Learning

Understanding the Conceptual Foundations An effective learning program is purposefully planned to connect the parts to the whole. The Broad Areas of Learning, Cross-curricular Competencies, area of study K-12 aims and goals, and grade-level outcomes are interconnected. It is important that teachers keep this interconnectedness in mind when planning.

2Turn and Talk

What prior knowledge do you have regarding outcomes and indicators?

Outcomes & Indicators

Turn and Talk for 2 min then share in full group for 3 min.3Outcomes Describe what students will know or be able to do in a particular discipline by the end of the grade or course.

Are unique from grade to grade, but may build on or expand on outcomes from previous grades.

4Outcomes focus on what the students will know or be able to do by the end of the grade. Outcomes and indicators encourage teachers to plan for developing the whole child.They define the specific skills, strategies, abilities, and knowledge students are expected to be able to demonstrate.-they are observable, assessable, and attainable- they are grade and subject specific- they are written using action-based verbs - they are supported by indicators

of knowing and worldviews.(Galileo Network/Saskatchewan Ministry of Education, 2009)

IndicatorsAre a representative sample of evidence that students would be able to demonstrate or produce if they have achieved the outcome.

Define the breadth and depth of the outcome.

5The list of indicators should not be treated as a list of things that need to be done.

Indicators are examples of ways that students might be asked to demonstrate achievement of an outcome. They serve as examples of the type of evidence that teachers would accept to determine the extent to which students have achieved the desired learning results.

Indicators provided in the curriculum : provide the intent (depth and breadth) of the outcome tells the story, or creates a picture, of the outcome defines the level and types of knowledge intended by the outcome are not a checklist or prioritized list of instructional activities or prescribed assessment items.

When teachers are planning for instruction, they must be aware of the set of indicators to understand fully the breadth and depth of the outcome. Based on this understanding of the outcome, teachers may develop their own indicators that are responsive to their students interests, lives, and prior learning. These teacher-developed indicators must maintain the intent of the outcome.

Unit Planning Template:Stage 1

Take a 3-5 minutes over to read stage one and discuss with a table partner.Discuss what you notice between traditional unit planning and Backwards design.6Understandings: The Big IdeaPage 13 Renewed Curricula: Understanding Outcomes

Big ideas are important and enduring. They are transferable beyond the scope of a particular unit. Big ideas are the building material of understanding. These ideas go beyond facts or skills and focus on larger concepts, principles, or processes. They are applicable to new situations within or beyond the subject. Big ideas stimulate higher thinking.

Take a moment, and with a partner or in a small group, summarize what you understand to be a big idea.

Facilitator: Use your discretion on the amount of time. Suggested time is 2-3 minutes.

7What provocative questions will foster inquiry, understanding, and transfer of learning?These are questions which touch our hearts and souls. They are central to our lives. They help to define what it means to be human.

Essential Questions

A question is essential when it: causes genuine and relevant inquiry into the big ideas and core content; provokes deep thought, lively discussion, sustained inquiry, and new understanding as well as more questions; requires students to consider alternatives, weigh evidence, support their ideas, and justify their answers; stimulates vital, on-going rethinking of big ideas, assumptions, and prior lessons; sparks meaningful connections with prior learning and personal experiences; naturally recurs, creating opportunities for transfer to other situations and subjects.

8Answers cannot be found, they must be constructed They cast old knowledge, ideas, texts, in a new light They generate multiple answers and perspectives They generate more questions They lead to discovery and uncovering, rather than simply covering, a topic They are engagingly framed They are higher-order; they always take us to analysis, synthesis, and evaluation Students must go beyond the information given to develop their answers from McKenzie, J. (2000). Beyond technology: Questioning, research, and the information literate school. FNO Press.Blooms

Qualities of an Essential Question:

http://prekkindergarten.wikispaces.com/Resources

After reading the Qualities of an Essential Question, share with a partner or in a small group what resonates with you regarding what an essential question is. Please take 3 minutes to share.

9 Now Its Your Turn

Use the copy of Understanding by Design Unit Template to complete STAGE 1 This will only be a portion of the planning in stage one as many outcomes are considered in a unit plan of study.

We need to look at the key recurring nouns, adjectives and verbs to get a better sense of our priorities as teacher- designers.We can manage large amounts of content by clustering outcomes under big ideas.

Give 10 min to look at outcome of their choice nouns and verbsThe nouns identify what the students knowThe verbs are what they do

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Optional Video for Future Viewing