1. McWilliams, 2009 Six Facets of Understanding Clarifying meaning and defining expectations Chuck McWilliams, MRH School District Friday, June 5 th 2009

2. "There is nothing so terrible as activity without insight." -Johann Wolfgang von Goethe German Playwright, Poet, Novelist and Dramatist. 1749-1832 McWilliams, 2009

3. Our Shared Thinking as UbD Designers The teacher’s job is to “uncover” the big ideas contained in content standards and to ensure they are understood, not to provide merely fun activities or cover a textbook or cover a textbook’s content. The job of the teacher requires “thinking like an assessor” - doing research into one’s practice, and adjusting practice and designs in light of sought-after results/feedback. Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2009

4. A Few Great Thinkers! McWilliams, 2009 Benjamin Bloom Bloom’s Taxonomy Norman Webb Depth of Knowledge Grant Wiggins Jay McTighe Facets of Understanding

5. Knowledge Comprehension Application Analysis Synthesis Evaluation Introducing… McWilliams, 2009 Benjamin Bloom Bloom’s Taxonomy Low High

6. A Newer Look? McWilliams, 2009 Lorin Anderson and David Krathwohl Revised Bloom’s Taxonomy KnowledgeComprehensionApplicationAnalysisSynthesisEvaluationRememberingUnderstandingApplyingAnalyzingEvaluatingCreating

7. Knowledge or Remembering Observing and recalling information Knowledge of dates, events, places Knowledge of major ideas Mastery of subject matter Content knowledge! Key Words: List, Define, Tell, Describe, Identify, Show, Label, Collect, Examine, Tabulate, Quote, Name, Who, When, Where McWilliams, 2009

8. Comprehension or Understanding Understanding information Grasping meaning Translating knowledge into new context Interpreting facts, comparing, contrasting Ordering, grouping, inferring causes Predicting consequences McWilliams, 2009 Key Words: Summarize, Describe, Interpret, Contrast, Predict, Associate, Distinguish, Estimate, Differentiate, Discuss, Extend

9. Application or Applying Using information Using methods, concepts, theories in new situations Solving problems using required skills or knowledge Carrying out a procedure that implements previously learned knowledge McWilliams, 2009 Key Words: Apply, Demonstrate, Calculate, Complete, Illustrate, Show, Solve, Examine, Modify, Relate, Change, Classify, Experiment, Discover

10. Analysis or Analyzing Seeing patterns Organizing parts Recognizing hidden meanings Identifying components “Connecting the dots” McWilliams, 2009 Key Words: Analyze, Separate, Order, Explain, Connect, Classify, Arrange, Divide, Compare, Select, Explain, Infer

11. Synthesis or Creating Using old ideas to create new ones Generalizing from given facts Relating knowledge from several areas Preparing a solution Drawing conclusions McWilliams, 2009 Key Words: Combine, Integrate, Modify, Rearrange, Substitute, Plan, Create, Design, Invent, What if?, Compose, Formulate, Prepare, Generalize

12. Evaluation or Evaluating Comparing and discriminating between ideas Assessing value of theories and ideas Making choices based on reasoned argument Verifying the value of evidence Recognizing subjectivity McWilliams, 2009 Key Words: Assess, Decide, Rank, Grade, Test, Measure, Recommend, Convince, Select, Judge, Discriminate, Support, Conclude, Compare, Summarize

13. Using Bloom’s Taxonomy in Unit Planning How can Bloom’s ideas be applied in unit planning? What might be some other ways to use Bloom’s taxonomy? Share examples of ways you’ve used Bloom’s. McWilliams, 2009

14. Introducing… Norman Webb Depth of Knowledge Level 1 - RecallLevel 2 - Skill/Concept Level 3 - Strategic Thinking Level 4 - Extended Thinking McWilliams, 2009

15. Key Words: Recite, Recognize, Name, Use, Illustrate, Measure, Define, Draw, List, Identify, Memorize Recall, Repeat, State, Tell Level 1 - Recall McWilliams, 2009 Automatic recognition Remembering lists/numbers Recognition of concept/formula Simple processes/procedures Application in situations or tasks Basic facts

16. DOK Level 1 Examples List animals that survive by eating other animals. Identify elements of music using musical terminology. Recall facts explicitly found in text. Describe physical features of places. Determine the perimeter or area of rectangles given a drawing or labels. Identify basic rules for participating in simple games and activities. McWilliams, 2009

17. Level 2 - Skills/Concepts Understanding of concepts Recognition of skills Application of skills in new problems Gather, organize, and remember data Interpret simple graphics Drawing proper conclusions Key Words: Compare, Classify, Infer, Categorize, Construct, Predict, Interpret, Relate, Estimate, Distinguish, Summarize, Show

18. DOK Level 2 Examples Compare desert and tropical environments. Identify and summarize the major events, problems, solutions, conflicts in text. Explain the cause-effect of historical events. Predict a logical outcome based on information in a reading selection. Explain how good work habits are important at home, school, and on the job. Describe various styles of music. McWilliams, 2009

19. Level 3 - Strategic Thinking Examine all aspects of a problem Reflect on circumstances Synthesize concepts for use in problem solving Generate new ideas/solutions Evaluate effectiveness Provide rationale in decision-making Justifies procedures Key Words: Revise, Assess, Construct, Investigate, Differentiate, Formulate, Draw Conclusions, Develop a Logical Argument, Cite Evidence, Hypothesize

20. DOK Level 3 Examples Compare consumer actions and analyze how these actions impact the environment. Analyze or evaluate the effectiveness of literary elements (e.g. characterization, setting, point of view, conflict and resolution, plot structures). Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer. McWilliams, 2009

21. Level 4 - Extended Thinking Thinking “outside the box” Expanding on ideas Asking “What if…” Producing a complex product Interpreting different points of view without demonstrating personal bias Key Words: Create, Prove, Analyze, Critique, Apply Concepts, Synthesize, Connect, Design, Simulate

22. DOK Level 4 Examples Develop a scientific model for a complex idea. Propose and evaluate solutions for an economic problem. Explain, generalize or connect ideas, using supporting evidence from a text or source. Create a video that represents the characteristics of a culture. McWilliams, 2009

23. Using the DOK in Unit Planning How can DOK be applied in unit planning? What might be some other ways to use the DOK model? Share examples of ways you’ve used DOK. McWilliams, 2009

24. Hey! What’s the Big Idea? McWilliams, 2009 Grant Wiggins Jay McTighe Facets of Understanding

25. Declarative Knowledge Knowing WHAT Procedural Knowledge Knowing HOW What is knowledge? Structural Knowledge Knowing WHY -Jonassen, Computers as Mindtools for Schools, 2000 McWilliams, 2009

26. Structure of Knowledge Facts and Skills Key Concepts and Core Processes Principles and Generalizations Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2009

27. worth being familiar with important to know and do Establishing Curricular Priorities “big ideas” worth understanding enduring understandings “nice to know”foundational concepts & skills Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2009

28. How It All Fits Together McWilliams, 2009

29. The Six Facets of Understanding Interpretation Empathy Self-Knowledge Explanation Perspective Application _______ Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. Superficial Coverage vs. Uncovering Big Ideas McWilliams, 2009

30. Reviewing the SIX FACETS of Understanding What’s the name of this facet? I It’s described as… Telling meaningful stories Offering apt translations Revealing historical or personal dimension to ideas and events Making the object of understanding personal Why it’s Interpretation, of course! Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2009

31. Reviewing the SIX FACETS of Understanding What’s the name of this facet? E It’s described as… Making generalizations Justifying facts and data Providing insightful connections, illuminating examples, and detailed illustrations Why it’s Explanation, of course! Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2009

32. Reviewing the SIX FACETS of Understanding What’s the name of this facet? It’s described as… Effectively using knowledge Adapting knowledge and skills in diverse and real contexts “Doing” the subject Why it’s, of course! Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2009

33. Reviewing the SIX FACETS of Understanding What’s the name of this facet? P It’s described as… Seeing and hear points of view through critical eyes and ears Seeing the “big picture” Why it’s Perspective, of course! Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2009

34. Reviewing the SIX FACETS of Understanding What’s the name of this facet? SK It’s described as… Showing metacognitive awareness Being aware of what we don’t understand Perceiving what shapes our own understanding Why it’s Self-Knowledge, of course! Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2009

35. Reviewing the SIX FACETS of Understanding What’s the name of this facet? E It’s described as… Finding value in what others might find odd, alien, or implausible Perceiving sensitivity on the basis of prior direct experience Why it’s Empathy, of course! Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. McWilliams, 2009

36. The Six Facets of Understanding Interpretation Empathy Self-Knowledge Explanation Perspective Application _______ Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD. Superficial Coverage vs. Uncovering Big Ideas McWilliams, 2009

37. Using the Six Facets in Unit Planning How can the Theory of Understanding be applied in unit planning? What might be some ways to use the Six Facets? Share examples of ways you’ve used the Six Facets McWilliams, 2009

38. Using UbD in a Sophomore Biology Class Chuck McWilliams, Biology Teacher Maplewood-Richmond Heights HS Maplewood, MO McWilliams, 2009

39. Planning For a “New” Course Develop Course Enduring Understandings Ex.) Life functions as a complex system that exists at many different levels Develop Essential Questions Ex.) How can scientists lead us to understanding how life functions as a system? Develop course assessments - semester exams Develop individual units and assessments McWilliams, 2009

40. How does a(n) ________ come to know the world and humans’ place in it? Each of the eight instructional units focuses on the Perspective of a scientist During the year, each student will become a: –Biologist –Ecologist –Biochemist –Cell Biologist –Molecular Biologist –Geneticist –Naturalist –Taxonomist A “New” Biology Course McWilliams, 2009

41. Biology: Exploring Multiple Scientific Perspectives Learning from Different Perspectives Student Biologist Ecologist Cell Biologist Biochemist Geneticist Naturalist Taxonomist Molecular Biologist McWilliams, 2009

42. Sample Unit: Unit 6 - Geneticist 1.Patterns of inheritance can be predicted in living things. 2.Genetic and environmental factors determine the physical characteristics of living things. 3.As genetic research continues, society will face ethical challenges. Participating in the ethical decision making process will require carefully analyzing scientific research and understanding different points of view. Enduring Understandings: EU McWilliams, 2009

43. Essential Questions If offspring inherit their parents genes, then why don’t they look exactly like their parents? What effect does the environment have on gene expression? How will scientists use the information from generated the Human Genome Project? What will Guide My Students? McWilliams, 2009

44. Performance Assessment PersonaGen ® Array 119 ™ Genetic Test Students receive a simulated genetic test (multiple tests all at once) They must interpret their profile Research and learn about their assigned “mutations” Write a 6 paragraph essay detailing their profile and the effect it would have on their personal and career life Also included in the essay is a discussion/analysis concerning genetic testing in general In class discussion and rubrics included How will I know my students understand? McWilliams, 2009

45. How It All Fits Together McWilliams, 2009

46. How It All Fits Together WHERETOWHERETO How will we organize and sequence the learning? O How will we tailor the learning plan? T How will students self-evaluate and reflect on their learning? E How will we help students rethink and revise? R How will we equip students for expected performances? E How will we hook and hold student interest? H Where are we going? Why? What is expected? W McWilliams, 2009

47. How It All Fits Together McWilliams, 2009

48. Some Lessons Learned About Stage 3 Protecting your favorite activities? Including FUN activities? Be aware of TIME and pacing Scaffold toward the Performance Task and other assessments Unit Planning vs. Lesson Planning McWilliams, 2009

49. Reviewing the Ideas McWilliams, 2009 In your groups: Compare/contrast the three models: Bloom’s - DOK - Six Facets Group sharing and discussion

50. The Thinking Game! McWilliams, 2009

51. The Key to Success! “We cannot teach people anything; we can only help them discover it within themselves.” - Galileo Galilei 16th century Italian scientist McWilliams, 2009

52. Have a Great Journey Next Year! McWilliams, 2009