Understanding by Design (UbD) The “backward design” model

Understanding by Design—3 stages

Stage 1: Identify desired results What is worthy and requiring of understanding?

“Uncovering” versus “Covering” We “cover” assorted facts. We “uncover” big ideas by posing essential questions. Example:  Organisms adapt to their environments in order to survive. (Big idea)  How might a blank adapt to the conditions of blank environment? (Essential question)

Your turn What are some BIG IDEAS and ESSENTIAL QUESTIONS in your discipline? Does your text focus on big ideas and pose essential questions?

Stage 2:Determine acceptable evidence Traditional quizzes and tests -selected response -constructed response Performance tasks and projects -open-ended -complex -authentic

Assessment: A working definition An ongoing, cyclical process of gathering, analyzing, and interpreting evidence of and for student learning (adapted from and-assessment/assessment/)

2 Types of Assessment Formative Summative

Types of formative assessment Ungraded One minute papers Exit slips Concept maps (list of related terms—see how they organize them) Problem solving observation Survey students

Your turn How could/did you incorporate formative assessment in your lesson plan? Generate at least 3 ways.

Types of summative assessments Standardized tests Chapter tests Authentic (meaning beyond the classroom) ▫Portfolio ▫Reflections ▫Community-based projects ▫UbD’s 6 facets of understanding:  explanation, interpretation, application, perspective, empathy, self-knowledge

G.R.A.S.P.S. (a design model) Goal Role Audience Situation Product or Performance Standards for success

Goal the goal of the performance task Example: The goal is to assist potential small businesses in conducting a market analysis.

Role the role of the students as they carry out the performance task Example: You are a consultant with an economic development corporation that has been formed by a small city in Texas.

Audience the target audience to which the finished product/performance will be presented Example: The target audience is composed of individuals who are/might be interested in starting a small business in your community.

Situation the context Example: Your community is not big enough to be attractive to large national business chains or franchises; however, the economic development corporation that employs you believes that small businesses could be successful in your community. The corporation also believes that small business start-ups could be encouraged by assisting prospects in conducting a market analysis in the community.

Product or Performance the result of the performance task or activity Example: You are responsible for designing, producing, and presenting, in an electronic format, a training session that identifies economic data sources available in the community and demonstrates how to conduct a market analysis of the community.

Standards for success the criteria by which the product/performance will be judged Example: Your training session must identify all economic data sources that are relevant to the potential business, clearly demonstrate the steps involved in conducting a market analysis for the potential business, use a series of well designed electronic slides, and take no longer than 20 minutes to present to the potential businesses.

Your turn Imagine that your lesson was part of a UbD unit. What might be some authentic summative assessment alternatives?

Rubric Using the six facets of understanding Rubric example

Then, and only then… Stage 3—Plan learning activities/instruction with your goals and assessment in mind. Benefits ▫Avoids fun (but ultimately aimless) activities ▫Cultivates deep understanding of important ideas ▫Creates an authentic learning community. Is this backward?

UbD and Differentiated Instruction: A match made in heaven In effective classrooms, teachers attend to 4 elements:  Whom they teach (students)  Where they teach (learning environment)  What they teach (content)  How they teach (instruction)

The 2 models are complementary UbD ▫Curriculum design model ▫Focuses on  What  How Differentiated Instruction ▫Instructional Design Model ▫Focuses on  Whom  Where  How

UbD & DI are attitudes, not strategies. ▫7 Attitudes/skills that typify teachers who want to help all learners.

1. They establish clarity about curricular essentials Teach what is durable and useful. When learning outcomes are powerful and belong to everyone, all students see the importance and relevance; all students contribute to a vibrant learning environment. Curriculum based on enduring understandings has flexible “entry points.” (Kindergarten version and a PhD. version of big ideas. Avoids differentiation as “less” and “more.”

2. They accept responsibility for learner success Get to know each student as a means of teaching him or her effectively. Continually map the progress of students against essential outcomes. Find alternate ways of teaching and alternate paths to learning to ensure continual growth. Articulate to students and model for them what quality work looks like and what it takes to attain quality results.

3. They develop communities of respect. Attend to each student in ways that communicate respect and positive expectation. Seek out, affirm, and draw on the unique abilities of each learner. Elicit and value multiple perspectives (personal, language, cultural) on issues, decisions, and ways of accomplishing work in the classroom. Design tasks that enable each student to make important contributions.

4.Discover what works for each student. Make opportunities for individual communication. Garner students’ interests and aspirations. Understand each students’ academic profile. Observe students working individually, in small groups, and large groups. Learn from parents, guardians, coaches, and other community members.

5. They develop classroom management routines that contribute to success. Glasser’s Five Universal Needs Survival Belonging Power Freedom Fun

6. Develop flexible classroom teaching routines. Allow for students’ different paces of learning. Gather basic and supplementary material of different readability levels and that reflect different cultures, connect with varied interests, and are in different modes. Experiment with ways to rearrange furniture to allow for whole-class, small-group, and individual learning spaces. Vary student groupings Ensure that grades communicate both personal growth and relative standing in regard to specific learning outcomes.