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UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge...

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UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills
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Page 1: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

UbD Stage 1: Identify Desired ResultsEssential Questions, Enduring Understandings, Key

Knowledge and Skills

Page 2: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Brain Booster

• Before we dig in to curriculum, take 3 minutes and draw a pig. Don’t peek at anyone else’s pig!

Page 3: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Objectives

• Identify and describe components of Stage 1 in Understanding by Design– Essential Questions – Enduring Understandings – Key Knowledge and Skills

• Identify and critique (or create) Stage 1 components for first unit plan

Page 4: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Norms and Expectations

• Embrace (or at least anticipate) the pain.– Growth + Pain = Change

• Engage in the content and break during the breaks.

• Computers are only needed during the “Application” portions of the session. Cell phones are only needed during breaks.

• Challenge by choice.

Page 5: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Essential Questions

“It is through the process of actively interrogating the content that students strengthen and deepen their understanding.”

Standards

Big Ideas

Essential Questions

Page 6: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Essential Questions - Inquiry

Look at the handouts in your binder. Examine the “Essential Questions” vs. the “Not Essential Questions” and the Additional examples for your content.

• What traits to the essential questions have in common?

• How do they differ from the others?

Page 7: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Essential Questions – Defining Characteristics

1. Open-ended: no single, final, and correct answer

2. Thought-provoking and intellectually engaging: sparks discussion and debate

3. Require higher-order thinking: analysis, inference, evaluation, prediction

4. Include important, transferable ideas within or across disciplines

5. Raise additional questions: spark inquiry

6. Require support and justification

7. Recur over time: should be revisited frequently

Page 8: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Essential Questions – Identify Activity

1. In what year was the Battle of Hastings fought?

2. How do effective writers hook and hold their readers?

3. Is biology destiny?

4. Onomatopoeia – what’s up with that?

5. What are examples of animals adapting to their environment?

6. What are the limits of arithmetic?

Page 9: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Essential Questions – 3 Types

• Overarching: frame entire courses and programs of study; provide conceptual framework for curriculum that spirals around the same EQs unit to unit and grade to grade.

• Topical: help students come to particular understandings around specific topics and skills; specific to the topic of a unit.

• Metacognitive and Reflective: essential to effective learning and performance

Page 10: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Elevator Speech

• You run into Grant and Jay, the creators of UbD on the elevator one day. They ask what you know about essential questions. You have 45 seconds to convey how knowledgeable you are. Go!

– Develop your elevator speech that conveys:• What essential questions are• The different types of EQs• One example from your content

• You have 3 minutes before you “go live”!

Page 11: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Essential Questions – Intent Trumps Form

Why you ask a question matters more than how you phrase it.

“What’s the pattern?”• A 2nd grade teacher asks, "Boys and girls, look at the

numbers 2, 4, 6, 8, ___. What comes next? What's the pattern?"

• A science teacher shows a data table of incidents of AIDS cases over a 15-year period, disaggregated by age, gender, region, and socioeconomic status. His question to students is "What's the pattern (or patterns)?"

Page 12: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Essential Questions - Application

• Log in to Atlas and select your course and first unit.

• Examine the essential questions for that unit:– Do they fit the characteristics we’ve identified?– Are they overarching, topical, or metacognitive?– Is the number of questions sufficient for the unit of

study (do more need to be added or do some need to be deleted)?

• Make any necessary adjustments.

Page 13: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Understanding-The Bridge from Essential Questions to Understanding

• How do essential questions and understandings relate?– Our essential questions point toward

important transferable ideas that are worth understanding, even as they provide a means for exploring those ideas.

Essential Questions

Understanding

Page 14: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Understanding-The Bridge from Essential Questions to Understanding

Essential Questions Understandings

How does where you live influence how you live?

The geography, climate, and natural resources of a region influence the economy and lifestyle of the people living there.

What will happen next? How sure are you?

Statistical analysis and data display often reveal patterns. Patterns enable prediction.

How can a diet that is "healthy" for one person be unhealthy for another?

People have different dietary needs based on age, activity level, weight, and various health considerations.

How can motion express emotion?

Dance is a language of shape, space, timing, and energy that can communicate ideas and feelings.

Page 15: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Understanding-The Big Ideas

Understandings synthesize what students should understand,

—not just know or do—

as a result of studying a particular content area.

Page 16: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Understandings-The 6 Facets

• When we truly understand, we…– Can explain- via generalization and principles; make

insightful connections and provide examples or illustrations– Can interpret- tell meaningful stories, make the object of

understanding personal or accessible– Can apply- effectively use and adapt what we know in

diverse and real contexts– Have perspective- see and hear points of view through

critical eyes and ears; see the big picture.– Can empathize- find value in what others might find odd or

different; perceive sensitively on the basis of prior experience

– Have self-knowledge- show metacognitive awareness; perceive the factors that shape and impede our own understanding

Page 17: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Understanding-Knowledge vs. Understanding

Knowing is not understanding. There is a great difference between knowing and understanding: you can know a lot about something and not really understand it.” -Charles Kettering

• Knowledge: is what you know (facts and information)

• Understanding: is the ability to apply what you know and use it to develop a deeper meaning-an inference drawn from facts

Page 18: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Understanding-The Difference Between Knowledge and Understanding

Knowledge Understanding

The facts The meaning of the facts

A body of coherent facts The “theory” that provides coherence and meaning to those facts

Verifiable claims Fallible, in-process theories

Right or wrong A matter of degree or sophistication

I know something to be true I understand why it is, what makes it knowledge

I respond on cue with what I know

I judge when to and when not to use what I know

Page 19: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Understandings-Identify Activity

1. An effective story engages the reader by setting up tensions about what will happen next.

2. Water covers three-fourths of the earth’s surface.

3. Things are always changing.

4. Correlation does not ensure causality.

5. Decoding is necessary but not sufficient in reading for meaning.

Page 20: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Understanding-Defining Characteristics

• An understanding:– Is an important inference, drawn from

experience– Refers to transferable, big ideas having

enduring value beyond a specific topic.– Involves abstract ideas– Is best acquired by “uncovering” and “doing”– Summarizes important strategic principles in

skill areas

Page 21: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Types of Understanding

• Overarching: frame entire courses and programs of study; provide conceptual framework for curriculum that spirals around the same Understandings unit to unit and grade to grade.

• Topical: help students come to particular understandings around specific topics and skills; specific to the topic of a unit.

• Metacognitive/ Reflective: essential to effective learning and performance

Page 22: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Understanding-Application

• Log in to Atlas and select your course and first unit.

• Examine the understanding for that unit:– Do they fit the characteristics we’ve identified?– Are they overarching, topical, or metacognitive?– Is the number of understandings sufficient for the

unit of study (do more need to be added or do some need to be deleted)?

– Do your understandings align to the essential questions?

• Make any necessary adjustments.

Page 23: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Knowledge and Skills

• In order for students to perform well on assessments and competently answer essential questions, we must ask …– What should they KNOW?– What should they BE ABLE TO DO?

Page 24: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Key Knowledge and Key Skills

• Open the envelopes at your tables.• Sort the statements into two different

piles.• Be ready to explain your rationale to the

group.

Page 25: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Key Knowledge—Defining Characteristics

• What you want students to know and understand about the unit or topic you are teaching

• The facts, concepts, generalizations and principles that are the focus of the curriculum

• Consciously understood factual information

• What students can explain to others

Page 26: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Key Knowledge—Defining Characteristics

• What key knowledge will the learner acquire during this unit? – Students will know…

• Vocabulary/terminology• Definitions• Key factual information• Important events and people• Sequence/timeline

Page 27: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Key Skills—Defining Characteristics

• What you want students to be able to do.• The skills and processes students will

acquire or practice as they work with the content of the unit. Think of daily objectives.

• Contain the processes, procedures, and skills the students will possess that will allow them to apply the knowledge they have gained.

• Always begin with an action verb.

Page 28: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Key Skill Statements

Action Verbs• Define• Describe• Compute• Interpret• Distinguish• Sort• Predict• Solve• Construct• Create

Not Action Verbs• Know• Learn• Memorize• Understand• Appreciate• Watch• Observe

Page 29: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Key Knowledge and Key Skills--Examples

• Formulas for calculating surface area and volume– The formula for

calculating the volume of a pyramid is 1/3 (B X h).

• General health problems caused by poor nutrition

• The steps in the writing process

• Calculate surface area and volume for various 3-dimensional figures

• Plan balanced diets for themselves and others

• Apply the writing process to produce

Page 30: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Key Knowledge and Key Skills

• Develop a key knowledge statement and a key skills statement for your content area.

• Share them at your table.

Page 31: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Key Knowledge and Key Skills—Application

• Open your Atlas to your first unit map.• Review the key knowledge and key skills

to determine if:– They are valid and aligned to current unit

standards?– Key Knowledge is factual?– Key Knowledge is written as a statement?– Key Skills begin with an action verb?– Key Skills contain processes, procedures

and skills?

Page 32: UbD Stage 1: Identify Desired Results Essential Questions, Enduring Understandings, Key Knowledge and Skills.

Key Takeaways and Questions

• Summarize each section of Stage 1• Most difficult/challenging component• The importance of alignment and

backwards thinking• Questions?


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