Understanding by Design - Chapters 1-5
UNDERSTANDING BY DESIGN
CHAPTERS 1 - 5
CHAPTER 1 – EXPLORES GOOD DESIGN IN GENERAL AND WHAT THE TEMPLATE SPECIFICALLY CALLS FOR
Page 14 2nd paragraph under Why “backward” is best: “Our lessons, units, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities with which we are most comfortable.”
Twin sins: 1) Hands on without being minds-on 2) Coverage
Three stages of backward design: 1. Identify desired results 2. Determine Acceptable Evidence 3. Plan learning experiences and instruction
Backward design may seem awkward and time consuming at first. * Page 22 provides a one page template for UbD (understanding by design). This includes descriptions of the 3 Stages of UbD: 1. Stage 1 – Desired Results = what relevant goals will this design address? 2. Stage 2 – Assessment Evidence= Performance Tasks and Other Evidence 3. Stage 3 – Learning Plan= What learning experiences and instruction will enable students to achieve the desired results? * Page 24, 25, 26 completed sample template for lesson on nutrition.
UbD design standards on page 28 - Design Standards with accompanying indicators: 1. Stage 1 – To what extent does the design focus on the big ideas of targeted content? 2. Stage 2 – To what extent do the assessments provide fair, valid, reliable, and sufficient measures of the desired results? 3. Stage 3 – To what extent is the learning plan effective and engaging? 4. Overall Design – To what extent is the entire unit coherent, with the elements of all three stages aligned? * Page 34 The UbD design Matrix: includes description of “WHERETO” acronym mentioned during our last session.
CHAPTER 2 – UNDERSTANDING
Understanding vs. Knowledge Page 38 Difference between the two in a chart:
Knowledge Understanding
*The facts *The meaning of the facts
*A body of coherent facts *The “theory” that provides coherence
CHAPTERS 1 - 5
CHAPTER 1 – EXPLORES GOOD DESIGN IN GENERAL AND WHAT THE TEMPLATE SPECIFICALLY CALLS FOR
Page 14 2nd paragraph under Why “backward” is best: “Our lessons, units, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities with which we are most comfortable.”
Twin sins: 1) Hands on without being minds-on 2) Coverage
Three stages of backward design: 1. Identify desired results 2. Determine Acceptable Evidence 3. Plan learning experiences and instruction
Backward design may seem awkward and time consuming at first. * Page 22 provides a one page template for UbD (understanding by design). This includes descriptions of the 3 Stages of UbD: 1. Stage 1 – Desired Results = what relevant goals will this design address? 2. Stage 2 – Assessment Evidence= Performance Tasks and Other Evidence 3. Stage 3 – Learning Plan= What learning experiences and instruction will enable students to achieve the desired results? * Page 24, 25, 26 completed sample template for lesson on nutrition.
UbD design standards on page 28 - Design Standards with accompanying indicators: 1. Stage 1 – To what extent does the design focus on the big ideas of targeted content? 2. Stage 2 – To what extent do the assessments provide fair, valid, reliable, and sufficient measures of the desired results? 3. Stage 3 – To what extent is the learning plan effective and engaging? 4. Overall Design – To what extent is the entire unit coherent, with the elements of all three stages aligned? * Page 34 The UbD design Matrix: includes description of “WHERETO” acronym mentioned during our last session.
CHAPTER 2 – UNDERSTANDING
Understanding vs. Knowledge Page 38 Difference between the two in a chart:
Knowledge Understanding
*The facts *The meaning of the facts
*A body of coherent facts *The “theory” that provides coherence