UbD - Stage 3 Planning for Learning. Review Stage 1 : Identify Desired Results –Big Idea: Teach so that others may understand –Essential Question: Do.

Slides:



Advertisements
Similar presentations
Differentiated Instruction (DI) Meets Understand by Design (UbD) UB EDUC- 503 May 29, 2012.
Advertisements

Differentiated Instruction (DI) Meets Understand by Design (UbD) UB EDUC- 503 October 15, 2012.
Understanding by Design Day 3 Roosevelt Complex Secondary Science Training.
Understanding by Design Stage 3
Assessment In P.E. A Backward Design.
Understanding by Design
Understanding by Design
Understanding by Design Ensuring Learning through Lesson Design
Ackward esign. Teachers are designers. The effectiveness of their designs corresponds to whether they have accomplished their goals for the end users.
Understanding by Design Planning Instruction Stage Three Prepared for Mercer University EDUC621 by Sherah B. Carr, Ph.D Information adapted from training.
Understanding By Design Stage 3 BestPrep TIW Thursday, August 2, 2012 Can I finish my UbD unit plan already?
An approach to curriculum designed to engage students in inquiry and uncovering ideas.
Developing a Rubric for the Design of Learning Spaces: Starting Points
1 Backward Design, Assessment, and Rubrics Based on Understanding by Design By Grant Wiggins and Jay McTighe.
Whose learning is it anyway?
AN OVERVIEW OF UNDERSTANDING BY DESIGN The Pedagogy of Project Archaeology.
UBD Backward Planning Understanding by Design - The Backward Planning Model Based on the work of Grant Wiggins and Jay McTighe Plan Backwards!
46th Annual MPESA Fall Conference
Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.
A big picture for Outstanding Citizenship. Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise.
MI/MIS PDU April 2013 Agenda: 4:30-5:00 Deep Dive in LEAP Indicator I.8 5:00-5:15, Networking, Feedback on AT and Special Olympics 5:30 – 6:30 Stage 2.
UNDERSTANDING BY DESIGN
KEY CONCEPTS.  Teachers find it increasingly difficult to ignore the diversity of learners who populate their classrooms.
The big ideas of UbD UbD big idea Why important? If not… ‘Backward’
Strathkinness Primary School An introduction to the Curriculum for Excellence – 24 th March 2010 (Revised March 30 th 2010 with new links added)
Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids by Carol Ann Tomlinson and Jay McTighe.
Teaching a Lesson (and Researching!)  Available online at  Examples and supplemental information in BLUE.
Standards-Based Planning Essential Question: What is good teaching? Rigor, Consistency and Cohesiveness in Unit Planning.
Understanding by Design Stage 3: Learning Plan. Session Objectives Identify and describe the components of a good lesson plan/learning ladders. Map out.
Jacque Melin, Facilitator 1.
Using Understanding by Design
Backward Design Learning with a purpose. Today’s Essential Question How do teachers create student-centered standards-based thematic units that engage.
PLANNING for INQUIRY Backward Design Information to Knowledge Journey Wiggins and McTighe, Kuhlthau, Todd.
CASD Librarians: Do You Speak SAS? What We Need to Know October 25, 2011.
Understanding by Design a.k.a. Backward Design
Ashley Blakely Anne-Eliese Raya Shanda Carpenter.
Matthew Birtel EDUC 503 FALL 2012 November 27, 2012.
Lesson Planning in Backwards Planning DO NOW 1) Divide into two groups.  One group will make a list of answers to this question: What inspires student.
Understanding by Design Backward Planning for Student Success.
Understanding By Design
Understanding by Design the ‘big ideas’ of UbD Copyright: 2002, Grant Wiggins and Jay McTighe.
Understanding by Design, UbD - based on work by McTighe and Wiggins.
3 Stages of Backward Design 1. Identify desired results. 2. Determine acceptable evidence. 3. Plan learning experiences & instruction.
What is Earth Science by Design?. What is ESBD? A year-long program of professional development for middle school and high school level teachers of Earth.
Understanding by Design Developed by Grant Wiggins and Jay McTighe Published by the Association for Supervision and Curriculum Development (ASCD) A.K.A.
UNDERSTANDING BY DESIGN
Understanding by Design grant wiggins & jay mctighe
SAS What is a coach to do? Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education.
UbD - Stage 2 Assessment Evidence. Our Big Idea Making Best Practices, Common Practice *create a variety of assessments, to be used throughout the lesson,
Backward Mapping... beginning with the end in mind... NSW Department of Education & Training NSW Public Schools – Leading the Way With.
HOW IS “WHERETO” LIKE AMERICAN IDOL? All rights reserved. This PowerPoint is intended for use in face- to-face presentation for Parkway School District,
The Teacher- Child Interaction Linking Developmentally Appropriate Practices to the Characteristics of Effective Instruction.
STUDENT ENGAGEMENT THROUGH AUTHENTIC INTEGRATED STAGE ASSESSMENT Wayne Inwood and Andrew Weeding.
Collaborative Lesson Planning 共同備課. Students-cooperative learning Teachers- collaborative lesson planning (CLP)
Adapted from ASCD Materials.  Is a framework for developing units  Begins with looking at the end.  What do we want students to know?  How will they.
“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand.
Designing curriculum for “understanding” with the case of upcoming 2015 revised national curriculum in Korea Presenter : J.D. Ohn.
Lenape School District Day 3 June 27, Teaching for Understanding- Stage 3 What are the instructional strategies that support understanding based.
Assessment In P.E. A Backward Design.
Understanding by Design
Understanding by Design
Teaching All Children: Planning and Assessment
Assessment In P.E. A Backward Design.
Understanding by Design “Backwards Design”
Understanding by Design Ensuring Learning through Lesson Design
3 Stages of Backward Design
UbD: Stages of Backward Design
Backward Design, Assessment, and Rubrics
Backward Mapping beginning with the end in mind . . .
Instructional Program Alignment
Presentation transcript:

UbD - Stage 3 Planning for Learning

Review Stage 1 : Identify Desired Results –Big Idea: Teach so that others may understand –Essential Question: Do we Understand? – Learning Goals stated and unpacked Stage 2: Determine Acceptable Evidence –Criterion based (expectations of successful learning communicated) –Matched with learning goals and desired outcomes (valid) –On-going and varied (reliable)

Stage 3: Planning for Learning I hear, I forget. I see, I remember. I do, I understand. -Chinese proverb

Ask the questions: What learning activities and teaching promote understanding, knowledge, skill, student interest and excellence? What learning experiences can be provided to make learning engaging and effective?

Engaging??? Designs which diverse learners find truly thought provoking, fascinating, energizing It’s beyond “fun” or ‘enjoyable’ Learning should require a worthy intellectual effort, centered on big ideas and important performance challenges May be hands-on or problem-based, be variable, provide opportunities for personalization, balance cooperative/competitive and individual learning opportunities, built on real-life challenges

Effective??? The learning design helps learners become more competent and productive at worthy work Not solely dependent on the instructional strategy used May include work which is goal-focused, models or criteria provided at beginning of learning, opportunities to link ideas with activities to make them concrete and real, opportunities for self- assessment and revision, environments which are safe for risk-taking and mistakes

Use the WHERETO self- assessment when planning for learning… W - where/why communicated with students Hook and Hold Equip with necessary experience, etc Reflect, rethink and revise Evaluate Tailored to individuals Organized to reach deep understandings

How did we do in our planning? W … where were we going to go and why? H … did we hook and hold you? How? E - what experiences did we provide to equip you for success? R - were there opportunities to reflect, rethink and revise? When? E - were you aware of assessment criteria to evaluate along the way? T - did we allow for different learning styles, speeds, modalities, past experiences O - was the presentation of ideas organized to allow you to achieve a deeper understanding of understanding and planning for understanding?