UBD presentation

transcript

“Enriching Computer Curriculum with UBD”

“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 where you are now so that the steps you take are always in the right direction.”

- Stephen R. Covey, The 7 Habits of Highly Effective People

• define understanding from the UBD perspective • explain how the 3 stages of UBD facilitate learning

• prepare concept matrix and performance matrix as well the learning plans showing UBD integration

Learning Objectives

Sequence from 1-10; 1 as the first task to be carried out

Short Activity

Teaching or implementing the plan

Administering formative assessment

Planning the teaching-learning activities

Monitoring learning outcomes

Designing assessment means

Providing intervention

Identifying the objectives/goals

Administering summative assessment

Identifying the topic/subtopic of the lesson

Feedback of students’ learning outcomes

- Grant Wiggins & Jay McTighe

Teachers are designers of learning, of environments, of students' experience. More specifically, they claim that teachers can increase the

effectiveness of their teaching by employing a process that they

call "backward design."

No. 48 s.2010 SEMINAR TRAINING-WORKSHOP ON UNDERSTANDING BY DESIGN IN ACTION: REDESIGNING TEACHING AND LEARNING ACROSS CONTENT AREAS

No. 13 s.2010 NATIONAL SEMINAR ON TEACHING SCIENCE THROUGH UNDERSTANDING BY DESIGN

No. 472 s.2009 CHANGES TO DEPED MEMORANDUM NO. 431, S. 2009 (National Education Conference on Understanding by Design)

No. 431 s.2009 NATIONAL EDUCATION CONFERENCE ON UNDERSTANDING BY DESIGN

PCMed-TechnoKids

“Enriching Computer Curriculum with UBD”

+UBD = ?

1.Learning to THINK2.Learning to INTUIT3.Learning to FEEL4.Learning to DO5.Learn to COMMUNICATE6.Learning to LEAD7.Learning to BE

WBLS has 7 Mastery Skills:

UBD?Grantt WigginsJay McTighe

Challenge

How does UbD differ from our conventional thinking about

teaching and learning?

Answer: UBD gives serious

consideration to the meaning of understanding

The primary goal of UBD is student understanding

that is, the ability to make meaning

of BIG ideas and transfer their learning

Note:In UbD, we design a unit (not a

lesson)which may be composed of topics taught for 6 days to 20 days.

Stages of Backward Design

Sequence of Teaching with UBD

Learning for Understanding

Stage 1 – Desired Results

Transfer(or Established) goals =Include the National (Department of Education), local or professional standards; course or program objectives and school learner outcome

Transfer Goal• States the long term accomplishments that students should be able to do with knowledge and skill, on their own• Answers the question Why and What?

Goal for Mental Process: Different levels of Complexity Using the New Taxonomy

Enduring Understanding

• Cannot be transmitted ; must be earned by the learner• Is a meaningful “big idea”, the moral of the story of the unit• Make sense of otherwise discrete, • Facts- it connects the dots

BIG IDEA • refers to transferable concepts, principles, and theories that should serve as focal point of curricula, instruction and assessment.• helps to connect the discrete facts and skills.

Essential Questions• are open-ended provocative questions (no simple right answer)• designed to guide student inquiry and focus instruction•Is meant to be investigated and encourages active “meaning making” by the learner about the important ideas.

Knowledge and Skills• are more discrete objectives that

we want students to know and able to do.

• specify what students should know and be able to do a result of the unit.

Values Integration / Disposition

• Accuracy in typing the source code • Patience in debugging a program• Listening with empathy• Sharing and Respect others

STAGE 2 : Assessment Evidence

Students should be presumed innocent of understanding

until proven guilty by apreponderance of evidence.

Performance Task• Should be written in the GRASPS format to make assessment task more authentic and engaging.• Students must be given challenging questions, with increasing difficulty and increasing repertoire.

GRASPS

G – The goal or challenge statement

in the scenario

GRASPS

R – The role of the student plays the

scenario

GRASPS

A – The audience or client that the student

must be concerned with in doing the task

GRASPS

S – The particular situation or setting

context and its constraints and opportunities

GRASPS

P – The specific performance or

product expected

GRASPS

S – The standard or criteria by which the work

will be judged

6 Facets of Understanding 1.Explanation2.Interpretation3.Application4.Perspective5.Empathy6.Self Knowledge

Assessment

R – The role of the student plays the

scenario

STAGE 3 : Learning Plan

planning learning experiences and instruction, details students' activities

throughout the class, lists which resources to be used, and evaluates

if these activities and resources follow the WHERETO criteria.

WHERETO

• Where is the unit heading and why?• Hook and hold students’ attention.• Equip students with necessary experiences, tools, knowledge to meet goals.

WHERETO• Allow students to rethink ideas, reflect on progress, and revise their work.• Allow opportunities for students to evaluate progress.• Tailor to students needs• Organize to optimize understanding

Sample Unit Design

• Sample 2:Health

• UBD Presentation

• Sample 1: Algebra

• UbD Sample Template