1. Understanding by Design Day 1
Secondary Science Training
Powerpoint presentation in salmon on right
UbD packet in green on left

2. Ground Rules

3. Desired Outcomes Awareness of the UbD philosophy and framework.
Awareness of science teaching philosophy and beliefs.
Development of a UbD unit
Development of Big Ideas and Essential Questions.

4. What does good science teaching look like?
How do students learn science?
Have groups chart their answers to the questions on two different sheets.
Share back responses to main group and highlight similar responses.
The lists demonstrate our beliefs on teaching and learning science. The beliefs will help to guide us and support what we do in the classroom.

5. Facts or Critical Thinking Skills? What NAEP Results Say
Read the 1st two paragraphs
Turn to a partner and talk
What was the main idea of the article?
What are the implications for what we do in our classroom?

6. What is UbD? Backwards design model
Follows the research in NAEP report to improve student performance
Based on teaching for understanding rather then memorization
“Not the only or best way to teach, but its another way or strategy to use in improving student achievement”.

7. We Learn About… 10% of what we READ 20% of what we HEAR
30% of what we SEE
50% of what we both SEE & HEAR
70% of what we DISCUSS
80% of what we EXPERIENCE
95% of what we TEACH

8. Understanding vs. Knowing
Understanding is a mental construct, an abstraction made by the human mind to make sense of many distinct pieces of knowledge.
Understanding is the ability to connect knowledge/facts. Person is able to relate individual knowledge/facts.
Understanding is about transfer.
Bloom: Understanding is the ability to marshal skills and facts wisely and appropriately, through effective application, analysis, synthesis, and evaluation. Doing something correctly, therefore, is not, by itself, evidence of understanding. It might have been an accident or done by rote. To understand is to have done it in the right way, often reflected in being able to explain why a particular skill, approach, or body of knowledge is or is not appropriate in a particular situation.

9. Understanding vs. Knowledge
Facts
Group of related facts
Verifiable claims
Right or wrong
I know something to be true
I respond on cue with what I know
Understanding
The meaning of facts
The “theory” that provides coherence and meaning to those facts
Fallible, in-process theories
A matter of degree or sophistication
I understand why it is, what makes it knowledge
I judge when to and when not to use what I know
Facts forgotten
Coverage is ineffective. It leaves us with only easily confused or easily forgotten facts, definitions, and formulas to plug into rigid questions that look just like the ones we covered.
Human anatomy study compared to memorization of non-sensical syllables.

10. Understanding Pieces of a puzzle
Tile analogy.
Tiles represent facts
Understanding is the pattern of many tiles
Words vs. Story
Sports example of drills vs. Game

11. What are Big Ideas?
A linchpin that is essential for “holding together” related content knowledge.
Central to coherent connections in a subject and an anchor for making facts understandable and useful.

12. What are Big Ideas for?
Connect the dots for the learner by establishing learning priorities.
Without Big Ideas, students are easily left with forgettable fragments of knowledge.
Provides:
Conceptual “lens” for area of study
Breadth of meaning by connecting and organizing facts
A focus on the heart of the subject
Ability to transfer knowledge/facts

13. Features of a Big Idea
Enables learner to make connections between prior and future knowledge
Helps to connect facts and knowledge
Focuses instruction to a level that allows for connective instruction
“Not just another fact or vague abstraction but a conceptual tool for sharpening thinking, connecting discrepant pieces of knowledge, and equipping learners for transferable applications.”

14. Kernel of Understanding
Worth being familiar with
Important to know and do
Big Ideas and Enduring Understandings

15. Big Idea Levels:
There can be several levels of Big Ideas based on its purpose:
Area
Course
Unit
Lesson
Big Idea should be at or near the appropriate level for its purpose.

16. Big Idea Levels: Area Course Course Course Course Unit Unit Unit Unit

17. Big Idea Levels: Area Human Systems Course Unit Life Science
Human Anatomy
Respiration
Interdependence
Human Systems
Respiration System – Oxygen/carbon

18. Big Idea Unit Examples:
A balanced diet contributes to physical and mental health.
Ecosystems have limited resources to sustain a balanced population.
Novelist often use fiction to provide insights about human experience.
Statistics can be manipulated to obscure the truth.

19. Big Idea Activity Building Consensus
In mixed groups, look at each of the eight science standards.
Create Big Ideas for each of the standards.
The standards are K-12.

20. STAGE 1
Targets
Big Ideas
Essential Questions
Skills
Content

21. Targets Where are we going?
“Form follows function…We must be able to state with clarity what the student should understand and be able to do as a result of any plan and irrespective of any constraints we face.”
“If you don’t know where you’re going, any road will get you there.”
“Too many teachers focus on the teaching and not the learning. They spend most of their time thinking, first about what they will do rather then first considering what the learner will need in order to accomplish their learning goals.”

22. Targets
Standards
Benchmarks
Benchmark maps

23. Big Ideas Useful in clustering benchmarks
Can be derived from Course-level Big Ideas
Helps to keep focus on the purpose of the instruction

24. Essential Questions
EQ is a way to connect content/facts in an engaging and thought provoking way.
Centered on the Big Ideas
Allows students to apply their skills while addressing the Big Ideas

25. Good Essential Questions…
Spark meaningful connections to prior knowledge and current content.
Allows students to “uncover” the real riches of a topic.
Highlight the Big Ideas
Serve as doorways through which learners explore the key concepts.

26. Essential Questions Examples:
In what ways is algebra real and in what ways is it unreal?
Must heroes be flawless?
What are the strengths and limits of the Big Bang theory?
How are form and function related in Biology?

27. Skills and Content
Identify specific Skills and knowledge that the students will learn and use in the unit.
Be specific: What will students know and be able to do?
Benchmark deconstruction

28. Stage 1 Alignment Benchmark
Label each Big Idea and Essential Question with the benchmark that it addresses.
For example:
Big Idea: Energy flows though the environment 7.3.1
Essential Question: How are the biotic and abiotic factors on the environment related? 7.3.1

29. Questions?
Complete UbD Frayer Organizer