1. Understanding By Design Stage 1 BestPrep TIW Monday, July 30, 2012 What is UbD?

2. Find Cool Activities to Use in the Class Figure out How to Teach and Grade Activities Align Activities to the Standards and Core Curriculum Traditional Lesson Planning Develop Cool Activities to Use in the Class that Stay with the Student FOREVER! Plan for Students’ Learning and Understanding Understand the Standards and Core Curriculum UbD Planning What is Understanding by Design?

3. What You Need to do for Your Lesson Plan Stage 1 Stage 1 – Establishing what is to be learned. Stage 2 Stage 2 – Determine how the learning is accomplished. Stage 3 Stage 3 – Develop the COOL learning activities. Don’t forget about technology integration! technology integration

4. Complete your unit/ lesson plan and supplements. Have them ready by Thursday afternoon! BestPrep Technology Lesson Library

5. Unit Title Grade Level: (example: 9,10, 11, 12 or 7-8) Subject Area (example: Science, Physics; English, Short Stories) Duration/Length/Number of class periods (example: 5 class periods) Description Established Goals (National, State, Local) Unit/Lesson Plan Template

6. Established Goals National Organizations Minnesota State Standards Local District Standards

7. What Enduring Understandings are desired? What Essential Questions will be considered? Students will know / be able to Unit/Lesson Plan Template

8. Step 1: Enduring Understandings Step 2: Essential Questions Step 3: Key Knowledge and Skills Stage 1 Establishing what is to be learned.

9. Enduring Understandings Big ideas that we want students to “get inside of” and retain after the details are forgotten. Provide a larger purpose for learning the targeted content: they implicitly answer the question, “Why is this topic worth studying?”

10. Enduring Understandings They are the unit concepts that: 1. Have lasting value beyond the classroom 2. Will be retained after the details have been forgotten 3. Reside at the heart of the discipline 4. Uncover the concept by “doing” the subject 5. Offer potential for engaging students

11. Overarching vs. Topical Understandings Overarching Understandings: present enduring, big ideas having lasting value beyond the classroom state big ideas and core processes at the heart of a discipline or program can be revisited Topical Understandings: specific to the unit/lesson

12. Enduring Understandings Should… –Use complete sentences –Specify something to be understood –Focus on big ideas that are abstract and transferable –Have the understanding be uncovered, because it is abstract and not immediately obvious Should not… –Be a phrase –Refer to big ideas, but offer no specific claims –Simply state straightforward facts, inquiry is required –Fail to specify what we want the learner to understand –Refer to a set of skills, but should offer transferable strategies or principles

13. Sample Enduring Understandings Writing from another person’s point of view can help us to better understand the world, ourselves, and others. Sometimes a correct mathematical answer is not the best solution to messy, “real-world” problems. Cultural customs in the Hispanic countries regarding interactions between individuals determine if conversation is formal and informal.

14. Filters for Enduring Understandings: Have enduring value beyond the classroom Reside at the heart of the discipline involve doing the subject Require an un-coverage of abstract or often misunderstood ideas self-discovery Engage students

15. Enduring Understandings Write the “Enduring Understandings” students should achieve in the unit. Make sure they pass the filters! These Enduring Understandings will be included in the final unit/lesson plan.

16. Step 2: Essential Questions Point to the heart of the discipline Recur naturally Raise other important questions Provide subject- and topic- specific doorways to enduring understandings Have no obvious “right” answer Are deliberately framed to provoke and sustain student interest

17. 1.Organize programs, courses, units of study, and lessons around the questions. 2.Select or design assessment tasks that are explicitly linked to the questions. 3.Edit the questions to make them as engaging and provocative as possible for the particular age group. 4.Derive and design specific concrete exploratory activities and inquiries for each question. Tips for using Essential Questions

18. Good essential questions: Open-ended Transferable Engaging Lead to argument / discussion Provoke inquiry

19. How do effective writers hook and hold their readers? Is history the story told by the “winners”? How are materials recycled or disposed of? Does art have a message? What is unique about the mystery genre? Does separation of powers create a deadlock? How do the structure and behavior of insects enable them to survive? What do masks and their use reveal about the culture? Overarching vs. Topical

20. Examples of Essential Questions  Why do laws change?  How are sounds and silence organized in various musical forms?  To what extent can use of formal and informal conversation techniques demonstrate cultural understanding?

21. Start your questions with: –Why…? (cause/effect) –How…? (process) –To what extent…? (matters of degree or kind) Avoid starting your questions with: –“What…?”

22. Essential Questions Write the “Essential Questions” that point toward the big ideas and the enduring understandings in your unit. These Essential Questions will be included in the final lesson plan.

23. Step 3: Knowledge & Skills Knowledge is what they will know. Skills are what they will be able to do.

24. Key Knowledge and Skills Vocabulary Terminology Definitions Key factual information Formulas Critical details Important events and people Sequence and timelines Basic skills Communication skills Thinking skills Research, inquiry, investigation skills Study skills Interpersonal, group skills Technology skills

25. Facets of Understanding Explanation Interpretation Perspective Self-KnowledgeEmpathy Application

26. Knowledge and Skills Write the Knowledge and Skills students need for your unit. Keep the following questions in mind: What knowledge and skills must students learn to: Develop the desired understandings? Answer the Essential Questions? What “Facets of Understanding” will be used in the lesson/unit? These will be included in the final lesson plan.