Understanding by Design PLC Training Module #1 What is Understanding by Design (UbD)?

What is Understanding by Design (UbD)? This training module is based on the works of Jay McTighe and Grant Wiggins’ Understanding by Design. This module was built by AISD to support Understanding by Design concepts in the classroom. AISD Curriculum documents such as YIs and CRMs are written in the UbD Framework Design.

What is Understanding by Design (UbD)? What is meant by understanding? Type your response in the box below. Delete this slide: have a chart paper on board with the title (What is Understanding by Design) and teachers will “Turn and Talk for 1 minute what they believe “Understanding” is. Then teachers will write on an index card their response and post on the large chart paper.

Here’s what some people say Understanding is… I passed the test! I can repeat back to you everything you just told me. I know the skills, and I remember how to use them and apply them in different situations. I totally get what you said! Before video: Have teacher complete “Table Sort Activity” (see attached)

What is Understanding by Design (UbD)? Used with permission. From Backward Design [DVD/CD] by Jay McTighe. Copyright 2011 by Solution Tree Press, 555 North Morton Street, Bloomington, IN 47404, 800.733.6786, solution-tree.com. All rights reserved. Before video: Have teacher complete “Table Sort Activity” (see attached) If video clip does not start, please click the link: http://www.youtube.com/watch?v=ClS3-8-QPqo

Click and move the statements underneath the correct heading. Understanding by Design is: Understanding by Design is not: A focus on student understanding and transfer of knowledge to new and different situations. Rote memorization “Drill and Kill” exercises A method for planning curriculum A reflection of the latest learning research. Delete this slide: *Table Sort Activity covers this slide. Recalling facts and figures

And the Answers are... Understanding by Design is: Understanding by Design is not: A method for planning curriculum Rote memorization A reflection of the latest learning research. Recalling facts and figures Answers to the “Table Sort Activity” A focus on student understanding and transfer of knowledge to new and different situations. “Drill and Kill” exercises

The 8 Facets of Understanding

Teachers aim and check for student understanding UbD is Based on 8 Facets A method for curriculum planning Learning through “big ideas” and transferring learning to new scenarios Teachers aim and check for student understanding Adjusting and critiquing the results of curriculum design against student results Students transfer their own learning through “authentic performance” Transform content standards into basic elements with appropriate assessments A method for curriculum planning Reviewing curriculum and lesson units regularly against design standards for quality Learning through “big ideas” and transferring learning to new scenarios Curriculum is planned “backwards” from assessment results Transform content standards into basic elements with appropriate assessments Students transfer their own learning through “authentic performance” Curriculum is planned “backwards” from assessment results Teachers aim and check for student understanding Reviewing curriculum and lesson units regularly against design standards for quality Supplemental Activity: “Visual Representation” Teachers will create a visual based on the 8 Facets of Understanding within the context of their subject area. Encourage teachers to be creative. Have teachers share out their visual representation and possibly post throughout the PLC and repost in subsequent PLC. Adjusting and critiquing the results of curriculum design against student results

Backward Design

“Backward” Design Stage 1 – Identify Desired Results Stage 2 – Determine Acceptable Evidence Stage 3 – Learning Plan 3 Stage Process used to design curriculum to show understanding and transfer of information. The focus is on content that is used – not just recalled. Visualize the learning destination then identify the learning route.

3 Stages of Backward Design Identify Desired Results Stage 2 – Determine Acceptable Evidence Stage 1 – Identify Desired Results Stage 2 – Determine Acceptable Evidence Stage 3 – Learning Plan STAGE 1 Identify Desired Results Stage 1 –

Stage 1 – Identify Desired Results What long-term transfer goals are targeted? What meanings should students make in order to arrive at important understandings? What essential questions will students explore? Identify Desired Results Stage 1 –

Stage 1 – Identify Desired Results What knowledge and skill will students acquire? What established goals/standards are targeted? Identify Desired Results Stage 1 –

Students should know the answer to the following Questions. What can I do with what I’ve learned? Why do I need to know this? Identify Desired Results Stage 1 –

3 Stages of Backward Design Identify Desired Results Stage 2 – Determine Acceptable Evidence Stage 3 – Learning Plan Stage 2 – Determine Acceptable Evidence STAGE 2

Stage 2: Evidence What performances and products will reveal evidence of meaning- making and transfer? What additional evidence will be collected for all Stage 1 desired results? Move your mouse over the image to view a larger picture. Click the image again to return to this slide.

I need to show my work and support my thinking. Stage 2: Evidence Your evidence should show connections between the classroom and the real-world. I need to show you what I can do instead of just answering the questions. I need to show my work and support my thinking.

Click the link to see and Example of a GRASPS activity. Evidence – G.R.A.S.P. s. Your assessments should have the following traits… Goal statement for the performance task Role of the student for the performance task Audience who will see the performance task Situational context in which the student will complete the performance task Performance on the task Standards used to assess the student’s understanding? Click the link to see and Example of a GRASPS activity.

Stage 2: Evidence At the end of the assessment, can the student… Explain – put their knowledge into their own words Interpret – offers support and justifies his understanding Apply – Transfers, adapts, and adjusts his understanding to address different scenarios. Perspective – See events from different points of view Empathy – The student can “walk in the shoes” of other people or characters Self-Understanding – the student can reflect and critically assess their understanding including their limits.

What is Understanding by Design (UbD)? Stage 1 – Identify Desired Results Stage 2 – Determine Acceptable Evidence Stage 3 – Learning Plan Stage 1 – Identify Desired Results Stage 2 – Determine Acceptable Evidence Stage 3 – Learning Plan STAGE 3

Stage 3 – Learning Plan How will my learning plan help students acquire and transfer their knowledge? How am I going to pace and differentiate my learning plan to make sure all of my students are successful? What activities, experiences, and lessons will get students to my desired results and be successful on the assessments?

Stage 3 – Learning Plan Self-Assess your Learning Plan with W.H.E.R.E.T.O.: Where is your learning plan taking the student? Hook your students’ attention Equip students to give them the support to gain understanding and perform tasks Rethink previous methods and look at things in a new way in order to introduce new ideas. Evaluate and give students feedback and chances to self-assess and fix their ideas. Tailor instruction to allow for differentiation Organize the work in the order that best meets to the goals of understanding the material. Student knows the answer to, “Why do I have to know this?”

IN Conclusion Reflect on the following questions Think about what is the best-designed learning you have ever experienced? What is true of good design, regardless of the content? How will you use UbD? Click on the following link to complete the UbD Module #1 self-assessment: Understanding by Design Module #1 Self Assessment

What is Understanding by Design (UbD)? References: Wiggins, Grant, and Jay McTighe. The Understanding by Design Guide to Creating High-Quality Unites. Alexandria: ASCD, 2011. Print.

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