Bringing Project Based Instruction into the College Classroom Chautauqua WorkshopJune 10, 2004 presented by Barb Austin A Brief Introduction To Understanding By Design by Wiggins & McTighe

Four Vignettes: Number 1 As part of a workshop on “understanding”, a veteran high school teacher entered the following reflection about being a high school student: I felt then that my brain was a weigh station for material going in one ear and (after the test) out the other. I could memorize very easily and so became valedictorian, but I was embarrassed even then that I understood much less than some other students who cared less about grades.

Four Vignettes: Number 2 For two weeks, every fall, all the 4 rd grade classes participate in a unit on apples. In language arts, they read Johnny Appleseed. They each write a creative story involving an apple and then illustrate their story using tempura paints. In art, students collect leaves from nearby crab apple trees and make a giant leaf print collage. The music teacher teaches the children songs about apples. In science, they use their senses to carefully observe and describe the characteristics of different types of apples. During mathematics, the teacher demonstrates how to “scale up” an applesauce recipe to make a sufficient quantity for all of the 3 rd graders.

Four Vignettes: Number 2 A highlight of the unit is the field trip to a local apple orchard, where students watch cider being made and go on a hayride. The culminating unit activity is the 4 th grade apple fest— parents dress up as apples and children rotate through various activities at stations— making applesauce, competing in an apple “word search” contest, bobbing for apples and so on. The fest concludes with selected students reading their apple stories while the entire group enjoys candy apples prepared by the cafeteria staff.

Four Vignettes: Number 3 A test item on a national mathematics assessment presented the following question to 8 th grade students: How many buses does the army need to transport 1,128 soldiers if each bus holds 36 soldiers? Almost one-third of the 8 th graders answered the question, “31 remainder 12”.

Four Vignettes: Number 4 It is late April and the panic is beginning to set in. A quick calculation reveals to the world history teacher that s/he will not finish the text book unless s/he covers an average of 40 pages per day. S/He decides, with some regret, to eliminate a mini-unit on the Caribbean and several time-consuming activities such as a mock UN debate and discussions of current international events in relation to the world history topics students have studied. To prepare students for the departmental final exam, the teacher will need to switch into a fast-forward lecture mode.

Four Vignettes Number 1: Valedictorian Number 2: 4 th Grade Apple Unit Number 3: Remainder Buses? Number 4: World History Blitz

Curriculum Design “UNIT” Planning Content Standards Curriculum Content Instructional delivery method Understanding by Design

UBD: Start with Desired Results  What should students know, understand, and be able to do?  What is worthy of understanding?  What enduring understandings are desired?

Backwards Design Identify desired results Determine acceptable evidence Plan learning experiences and instruction

Curriculum Frame Worth being familiar with Important to know and do “Enduring” understanding

Four Filters 1.To what extent does the idea, topic, or process represent a “big idea” having enduring value beyond the classroom? 2.To what extent does the idea, topic, or process lie at the heart of the discipline? 3.To what extent does the idea, topic, or process require uncoverage? 4.To what extent does the idea, topic, or process offer potential for engaging students?

Six Facets of Understanding 1.Can Explain 2.Can Interpret 3.Can Apply 4.Has Perspective 5.Can Empathize 6.Has Self-knowledge

Adaptive Expertise Problem Grouping Activity Describe each group Chi et al. (1981)

Adaptive Expertise Typical Novice Behavior –Number of groups –Grouping criteria –Time for task (1 st & 2 nd ) Typical Expert Behavior –Number of groups –Grouping criteria –Time for task (1 st & 2 nd )

Skills v. Understanding SKILLUNDERSTANDING Reading textThe author’s meaning in a story is rarely explicit; one must read between the lines Creating scoring opportunities in soccer One needs to create space, spreading the defense as broadly and deeply as possible Asking directions in Spanish Knowing whether or not one has been understood requires attention to nonverbal as well as verbal feedback Speaking persuasively in public Persuasion often involves an emotional appeal to the particular wishes, needs, hopes, and fears of an audience, irrespective of how logical and rational the argument

Curriculum Design “UNIT” Planning Content Standards Curriculum Content Instructional delivery method Understanding by Design