Understanding by Design: Using UbD to Ensure Quality Learning

transcript

Backwards Design:

Using UbD to Ensure Effective

Learning

Glenn Wiebeglennw@essdack.org

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Sticky ideas?

UbD provides structure for kids & educators

UbD is something you can actually use

Two different types of learning and assessment

“How many buses does the army need to transport 1,128 soldiers if each bus holds 36 soldiers?”• 32• How about . . . 1,128?• Or . . . 1?

“Why do balloons in a speeding car always escape out the open window?”

Bernoulli’s Principle

Scale & proportion vs. creating a scale map of the state of Kansas

Your stories?

A body of coherent facts

Verifiable claims

I know something to be true

I respond on cue with what I know

Knowledge

Knowledge vs. Understanding

A body of coherent facts

Verifiable claims

I know something to be true

I respond on cue with what I know

Theory & meaning behind the facts

Fallible, “in-process” theories

I understand why it is true

I judge when to use what I know

But . . . what does “understanding” really mean for educators?• “. . . the ability to think and act flexibly with what one knows.”

A teacher’s job?

Design instructional units that encourage students to learn “the ability to think and act flexibly”

How do you do that?

The brain looks for patterns• Discrete pieces of data don’t

make sense • It tries to chunk data into

“icons”

You’ve got 30 seconds

How’d ya do?

Write the following number from memory

17766024365911

You’ve got 20 seconds

American Revolution / Declaration of Independence

Minutes / hours / days

Emergencies

American Revolution / Declaration of Independence

Minutes / hours / days

Emergencies

1776 60-24-365

The point?

Kids need structured learning

We don’t always provide that

“If you don’t know where you’re going, you’ll get there every time!”

“Backwards Design”

Create Big Ideas

Determine acceptable evidence

Plan learning activities

Create Big Ideas

So . . . what do you want kids to walk away understanding?

“What is worthy and requiring of understanding?”• Problem?

Too many standards!K-12 vs. K-21

“Big Ideas”

Worth being

familiar with

Important to know & do

“Big ideas” worth

understanding

Enduring understandings

Foundational concepts/skills

“nice to know”

Example?

“Students understand that creating space away from the ball creates scoring chances”

Characteristics

Moral of the story• Revolutionary War?

Involve ideas that give meaning to facts• Rule of law, geography affects

culture

Aren’t truisms• Wars are disruptive

Begin with: • “Students understand that . . . ”

Example?

US History standards• describes the causes of the

American Revolution using colonial grievances and British policies

• identifies the ideas included in The Declaration of Independence

• describes participants and the role of compromise in the creation of the U. S. Constitution

• explains that the U.S. Constitution is fundamental law

Economics forces can be very powerful agents for change

Democracy is “hard work”Individuals can have a huge

impact on society

Whadda ya got?

Create Essential Questions

What questions will stimulate inquiry?

How much deeper would the ocean be without sponges?

What do people in China call their good plates?

Why are there Interstates in Hawaii?

If they squeeze olives to get olive oil, how do they get baby oil?

If a Smurf is choking, what color does it become?

Fist to five

What is your understanding of Essential Questions?• Fist is you got nothing• Five is you’ve written best

selling books about essential questions

Common characteristics?

The answer can’t be “Googled”• Must be created

Generates more questionsShort and sweet

Aligned with enduring understanding• The answer leads to Big Idea

Reside at the top of Bloom’s• Evaluate / Synthesize / Analyze

Lots of whys and hows

Economics forces can be very powerful agents for change

Democracy is “hard work”

Individuals can have a huge impact on society

Why do revolutions happen?

Why do we need governments?

How can I make a difference?

What is the relationship between popularity & greatness in literature?

Yes No

When was the Magna Carta signed & by whom?

What is hibernation?

Which European colonial power has the worst legacy?

What is a linear equation?

Yes No

Is prejudice more a view of class or race?

What are the components of a unicameral legislature?

When did the United States become a superpower?

Create Big Ideas

“What is acceptable evidence?”• Design assessments before

designing teaching activities• Think like an judge

“Students should be found innocent of understanding

until convicted by a preponderance of the evidence.”

A teacher’s job?

Focus on performance tasks• True measure of student

understanding

Use the Six Facets of Understanding • Provides indicators of

understanding• Suggests methods of

assessment

GRASPS

What is the Goal?What is the Role?Who is the Audience?What is the Situation?What is the Product / Performance?

What are the Standards for evaluation?

Create Big Ideas

Plan learning experiences

“What learning experiences & teaching promote understanding, interest, and excellence?”• Use the WHERETO approach

as a guide

Have any of you ever actually built a house?• Had one built?• Watched one built?• Lived in one?• Know what one is?

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Using what you know about:• Construction• Understanding by Design

The blueprints and plans are / is to building a house as Understanding by Design is to teaching.

The blueprints and plans are to building a house as Understanding by Design is to teaching.

Understanding by Design: Using UbD to Ensure Quality Learning

Education