UbD 101: The Basics of Understanding by Design

“People today are aware of more and know less than any previous generation. We are awash in information but suffering a drought of experience. Almost every kid knows where milk comes from, but almost none of them have milked a cow. Knowing something is very different from knowing about something.” - Noah benShea

Essential Questions for Learners about the Learning Process: What are you doing? Why are you being asked to do it? What will it help you do? How does it fit with what you have previously done? How will you show that you have learned it?

Goals for Today To create common understandings of key terms and ideas of the UbD model To identify the basic components of UbD and how they can be implemented in the classroom

Traditional Approach Activity-focused teaching Coverage Standards Pacing Guides Textbooks High Stakes Tests “Teach, test, and hope for the best”

Traditional Approach to Planning Curriculum

Principles/ generalizations Big ideas of the discipline Planning a Focused Curriculum Means Being Clear About What Students Should … KNOW Facts Vocabulary Definitions UNDERSTAND Principles/ generalizations Big ideas of the discipline BE ABLE TO DO -Processes -Skills

KNOW Facts, names, dates, places, pieces of key information There are 50 states in the US Thomas Jefferson 1492 The Continental Divide The multiplication tables

UNDERSTAND Essential truths that give meaning to the topic - “I want students to understand THAT…” Multiplication is another way to do addition. People migrate to meet basic needs. All cultures contain the same elements. Entropy and enthalpy are competing forces in the natural world. Voice reflects the author.

BE ABLE TO DO Skills (basic skills, skills of the discipline, skills of independence, social skills, skills of production) – defined by verbs or phrases Analyze Solve a problem to find perimeter Write a well supported argument Evaluate work according to specific criteria Contribute to the success of a group or team Use graphics to represent data appropriately

What is UbD? A framework for “mapping” the course of instruction Using a final destination (specific skills, knowledge, and understandings you want students to arrive at) to guide your route (lessons, units, activities) while mapping the course as you go (assessment). Begin with the end in mind (Covey)

Why use this approach? Intentional Standards/performance driven Create transferable understanding and knowledge Develop critical thinkers who can apply learning to new situations Build a foundation for lifelong learning

The UbD Approach Stage 1: Identify desired results Stage 2: Determine acceptable evidence Stage 3: Plan learning experiences and instruction

Determine acceptable evidence The missing piece Stage 2: Determine acceptable evidence The missing piece Stage 1: Identify desired results Stage 3: Plan learning experiences and instruction

Key Terms Curriculum: the specific blueprint for learning that is derived from desired results (content and performance standards) Understanding: the combination of big ideas and the ability to transfer knowledge and skills Big Ideas: a concept, theme, or issue that gives meaning and connection to discrete facts and skills Assessment: determining the extent to which desired results are on the way to being attained or have already been attained (using many methods)

Acceptable Evidence Rubrics Guidelines Samples of Work A Work B Work C Work Failing Work

Establishing Goals Stage 1 G Establishing learning goals (G) is the first step in Stage 1. Learning goals are based upon: Content standards Course objectives Student learning outcomes

Sample Goal Stage 1 G The student will compose texts of a variety of modes based on inquiry and research. Generate questions Locate sources and gather relevant information from multiple sources Take notes on important information from sources Synthesize and evaluate important findings and select sources to support central ideas, concepts, and themes Present the results using a variety of communication techniques Reflect on and evaluate the process 7th grade Language Arts

What is understanding? Stage 1 U Understanding (U) is a set of interrelated abilities that help students transfer knowledge. The six facets of understanding include: Can explain Can interpret Can apply Have perspective Can empathize Have self-knowledge

“For any subject taught in primary school, we might ask [is it] worth an adult’s knowing, and whether having known it as a child makes a person a better adult. A negative or ambiguous answer means the material is cluttering up the curriculum.” - Jerome Bruner, 1960

Worth being familiar with Important to know and do Big Ideas and Core Tasks

Big ideas tend to be… Concept Theme Stage 1 U Concept Theme Ongoing debate and/or point of view Paradox Theory Underlying assumption Recurring question Understanding (U) or principle

Identifying Big Ideas Look at state standards Circle recurring nouns in standards documents to identify big ideas and recurring verbs to identify core tasks Refer to existing list of transferable concepts

Sample List of Concepts Abundance/Scarcity Acceptance/Rejection Adaptation Balance Change/Continuity Character Community Conflict Connections Culture Cycles Democracy Evolution Harmony Interdependence Justice Migration Patterns Perspective Survival System Tyranny

Concepts into Big Ideas Future Adaptation Invention Balance Knowledge Change Lines Conflict Migration Cooperation Patterns Culture Poverty Cycles Structure Energy Work Connects Results in Depends Upon Leads to Requires Affects Enhances Causes Follows Supports Allows for Influences

Essential Questions (Q) Stage 1 Q Cause genuine and relevant inquiry into the big ideas and core content Provoke deep thought, lively discussion, and sustained inquiry Require students to consider alternatives, weigh evidence, support their ideas, and justify their answers Stimulate vital, ongoing rethinking of big ideas, assumptions, and prior lessons

Essential Questions Spark meaningful connections with prior learning and personal experiences Naturally recur, creating opportunities to transfer to other situations and subject

Students will know… and be able to… Stage 1 K/S Students will know… and be able to… What key knowledge (K) and skills (S) will students acquire as a result of this unit? What should they eventually be able to do as a result of such knowledge and skills?

Assessment What is assessment? Stage 2 T/OE What is assessment? How much training do we have in assessment? How do we use grades to assess student learning? Are grades usually an accurate measure of student understanding?

Student X: Average of 58 Week 1 2 3 4 5 6 Daily Work 88 91 80 83 82 75 Home-work 50 70 Projects 40 Tests 90 94 89 86 92

Student Y: Average of 85 Week 1 2 3 4 5 6 Daily Work 88 82 78 72 68 70 Home-work 100 Projects 95 98 Tests 83 56 62 58 71 64

Assessment Evidence Performance Tasks (T) Other Evidence (OE) Stage 2 T/OE Performance Tasks (T) Through what authentic performance tasks will students demonstrate the desired understandings? By what criteria will performances of understanding be judged? Other Evidence (OE) Through what other evidence (quizzes, tests, prompts, homework, observation, journals, etc…) will students demonstrate achievement of desired results? How will students reflect on and self-assess their learning?

Learning Plan Stage 3 L What learning experiences and instruction will enable students to achieve the desired results? How will the plan help students know where the unit is going and what learning is expected? “hook” students and hold their interest? equip students to experience and explore big ideas? allow students to evaluate their own work? be tailored/personalized to the different needs, interests, and abilities of learners?

UbD Resources Question starters using the six facets of understanding Using the six facets to build assessments for understanding Techniques to check for understanding Weekly feedback form The MS Curriculum Framer Rubric building websites