Understanding by Design 2 - Schedschd.ws/hosted_files/ipadpaloozain2015/12/Introduction to...

An Introduction toUnderstanding by Design 2.0

presented by

Jay McTigheEducational Consultant phone: (410) 531-1610

e-mail: [email protected]: jaymctighe.com

© 2011 Jay McTighe and Grant Wiggins 2

Understanding-by Design

Key Understandings about...

-- Understanding --

• A primary goal of education is the development and deepening of student understanding of important ideas and processes within, and across, disciplines so that they can transfer their learning to new situations.

• Content needs to be “unpacked” to identify the big ideas worth understanding and the essential questions worth uncovering.

• Evidence of student understanding is revealed when students apply (transfer) their learning within authentic contexts.

• Six facets of understanding – the capacity to explain, interpret, apply, shift perspec-tive, empathize, and self-assess – serve as indicators that students understand.

• Understanding must be “earned” by the learner. Teaching for understanding facilitates “meaning making” by the students and equips them to successfully transfer their learning.

-- Design --

• Effective curriculum development reflects a three-stage design process called “backward design.” This process helps to insure that curriculum plans are well aligned and focused on desired learnings. Backward curriculum design also helps avoid the twin problems of “textbook coverage” and “activity-oriented” teaching.

• The backward design process can be productively applied to planning a single unit, a year-long course, and an entire K-12 curriculum.

• Regular reviews of curriculum and assessment designs, based on design standards, are needed for quality control to avoid the most common design mistakes and disappointing results.

• Educators can “work smarter” in curriculum design by working collaboratively and sharing ideas via electronic networks (e.g., the ubdexchange.org web site).



1.

UbD

is a

way

of

thin

king

pur

pose

fully

abo

ut c

urri

cula

r pl

an-

ning

and

sch

ool r

efor

m.

It o

ffer

s a

3-st

age

desi

gn p

roce

ss,

a se

t of

hel

pful

des

ign

tool

s, a

nd d

esig

n st

anda

rds

– no

t a

rigi

d pr

ogra

m o

r pr

escr

ipti

ve r

ecip

e.

2.

The

prim

ary

goal

of

UbD

is s

tude

nt u

nder

stan

ding

: th

e ab

ility

to

mak

e m

eani

ng o

f “b

ig id

eas”

and

tra

nsfe

r le

arni

ng.

3.

UbD

“un

pack

s” a

nd t

rans

form

s Co

nten

t St

anda

rds

into

the

re

leva

nt S

tage

1 e

lem

ents

and

app

ropr

iate

ass

essm

ents

in

Stag

e 2.

4.

Und

erst

andi

ng is

rev

eale

d w

hen

stud

ents

aut

onom

ousl

y tr

ansf

er t

heir

lear

ning

thr

ough

aut

hent

ic p

erfo

rman

ce.

Six

face

ts o

f un

ders

tand

ing

– th

e ca

paci

ty t

o ex

plai

n, i

nter

pret

, ap

ply,

shi

ft p

ersp

ecti

ve,

empa

thiz

e, a

nd s

elf

asse

ss –

ser

ve a

s in

dica

tors

of

unde

rsta

ndin

g.

5.

Teac

hers

are

coa

ches

of

unde

rsta

ndin

g, n

ot m

ere

purv

eyor

s

of c

onte

nt o

r ac

tivi

ty.

They

des

ign

for

and

supp

ort

“mea

ning

m

akin

g” a

nd “

tran

sfer

” by

the

lear

ner;

and

adj

ust

to a

chie

ve

inte

nded

res

ults

.

6.

Plan

ning

is b

est

done

”ba

ckw

ard”

fro

m t

he d

esir

ed r

esul

ts

and

the

tran

sfer

tas

ks t

hat

embo

dy t

he g

oals

. Th

e 3

Stag

es

(Des

ired

Res

ults

, Ev

iden

ce,

Lear

ning

Pla

n) m

ust

alig

n fo

r th

e un

it t

o be

mos

t ef

fect

ive.

7.

Regu

lar

revi

ews

of c

urri

culu

m a

gain

st d

esig

n st

anda

rds

enha

nce

curr

icul

ar q

ualit

y an

d ef

fect

iven

ess.

8.

UbD

refl

ects

a “

cont

inuo

us im

prov

emen

t” a

ppro

ach.

The

re

sult

s of

cur

ricu

lum

des

igns

– s

tude

nt p

erfo

rman

ce -

info

rms

need

ed a

djus

tmen

ts.

Stag

e 1:

Des

ired

Res

ults

Stag

e 2:

Evi

denc

e

Stag

e 3:

Lea

rnin

g Pl

an

• W

hat

long

-ter

m t

rans

fer

goal

s ar

e so

ught

?

• W

hat

mea

ning

s sh

ould

stu

dent

s m

ake

in o

rder

to

arri

ve

at

im

port

ant

unde

rsta

ndin

gs?

• W

hat

esse

ntia

l qu

esti

ons

wil

l st

uden

ts e

xplo

re?

• W

hat

know

ledg

e &

ski

ll w

ill

stud

ents

acq

uire

?

• W

hat

esta

blis

hed

goal

s/St

anda

rds

are

targ

eted

?

• W

hat

perf

orm

ance

s an

d pr

oduc

ts w

ill

reve

al e

vide

nce

of

mea

ning

-mak

ing

and

tran

sfer

?

• By

wha

t cr

iter

ia w

ill

perf

orm

ance

be

asse

ssed

, in

lig

ht o

f

St

age

1 de

sire

d re

sult

s?

• W

hat

addi

tion

al e

vide

nce

wil

l be

col

lect

ed f

or a

ll S

tage

1

D

esir

ed R

esul

ts?

• W

hat

acti

viti

es,

expe

rien

ces,

and

les

sons

wil

l le

ad t

o

ac

hiev

emen

t of

the

des

ired

res

ults

and

suc

cess

at

th

e as

sess

men

ts?

• H

ow w

ill

the

lear

ning

pla

n he

lp s

tude

nts

of A

cqui

siti

on,

Mea

ning

Mak

ing,

and

Tra

nsfe

r?

• H

ow w

ill

the

unit

be

sequ

ence

d an

d di

ffer

enti

ated

to

opti

miz

e ac

hiev

emen

t fo

r al

l le

arne

rs?

• A

re a

ll t

hree

sta

ges

prop

erly

ali

gned

?

Gui

ding

Pri

ncip

les

of U

nder

stan

ding

by

Des

ign

Key

Que

stio

ns o

f B

ackw

ard

Des

ign

UbD

in a

Nut

shel

l



A Summary of Key Research Findings Supporting Understanding by Design

• Views of how effective learning proceeds have shifted from the benefits of diligent drill and practice to focus on students’ understanding and application of knowledge.

• Experts’ knowledge is organized... Their knowledge is not simply a list of facts and formulas that are relevant to the domain; instead, their knowledge is organized around core concepts or ‘big ideas’ that guide their thinking about the domain (e.g., Newton’s second law of motion); it is “conditionalized” to specify the contexts in which it is applicable; it supports understanding and transfer (to other contexts) rather than only the ability to remember. Novices’ knowledge is much less likely to be organized around big ideas; they are more likely to approach problems by searching for correct formulas and pat answers that fit their everyday intuitions.

• Learning must be guided by generalized principles in order to be widely applicable. Knowledge learned at the level of rote memory rarely transfers; transfer most likely occurs when the learner knows and understands underlying principles that can be applied to problems in new contexts. Learning with understanding is more likely to promote transfer than simply memoriz-ing information from a text or a lecture.

• Skills and knowledge must be extended beyond the narrow contexts in which they are initially learned. For example, knowing how to solve a math problem in school may not trans-fer to solving math problems in other contexts. It is essential for a learner to develop a sense of when what has been learned can be used -- the conditions of application. Failure to transfer is often due to learners’ lack of this type of conditional knowledge.

• Curricula that are a “mile wide and an inch deep” run the risk of developing disconnected rather than connected knowledge. Research on expertise suggest that a superficial coverage of many topics in the domain may be a poor way to help students develop the competencies that will prepare them for future learning and work.” • Feedback is fundamental to learning, but feedback opportunities are often scarce in classrooms. Students may receive grades on tests and essays, but these are summative assess-ments that occur at the end of projects. What are needed are formative assessments, which pro-vide students with opportunities to revise and improve the quality of their thinking and understanding.

• Assessments must reflect the learning goals that define various environments. If the goal is to enhance understanding and applicability of knowledge, it is not sufficient to provide assess-ments that focus primarily on memory for facts and formulas. Many assessments measure only propositional (factual) knowledge and never ask whether students know when, where, and why to use that knowledge. Given the goal of learning with understanding, assessments and feedback must focus on understanding, and not only on memory for procedures or facts.



Someone who understands...

Part 1 – How would you define “understanding”? What does it mean to “really understand” or “get it”?

Indicators of Understanding Indicators of Knowledge without Understanding

Part 2 - What are concrete indicators of really understanding something (as apposed to merely knowing important facts about it)? What can the person with understanding do that the person with only knowledge—even lots of knowledge—cannot do?

What is understanding?



The Three Stages of Backward Design

The backward design approach consists of three general stages:

Stage 1. Identify Desired Results – In stage one we consider the goals. What should students know, understand, and be able to do? What big ideas are worthy of understanding and implied in the established goals (e.g., content standards, curriculum objectives, etc.)? What “enduring” understandings are desired? What provocative questions are worth pursu-ing to guide student inquiry into these big ideas? What specific knowledge and skills are targeted in the goals and needed for effective performance?

Stage 2. Determine Acceptable Evidence – In the second stage we consider evidence of learning. How will we know if students have achieved the desired results and met the content standards? How will we know that students really understand the identified big ideas? What will we accept as evidence of proficiency? The backward design orientation suggests that we think about our design in terms of the collected assessment evidence needed to document and validate that the desired results of Stage 1 have been achieved.

Stage 3. Plan Learning Experiences and Instruction – With identified results and appropriate evidence of understanding in mind, it is now time to develop the learning plan. What will need to be taught and coached, and how should it best be taught, in light of the performance goals? What sequence of activity best suits the desired results? In planning the learning activities, we consider the TMA elements as guidelines: How will we equip to trans-fer their learning? How will we engage students in making meaning of important ideas and processes? How will we help learners acquire needed knowledge and skills?

3. Plan learning experiences and instruction.

2. Determine acceptable evidence.

1. Identify desired results.



Stage 2 – Assessment Evidence

Stage 1 – Desired Results

Stage 3 – Learning Plan

What “real-world” tasks will reveal students’ under-standing and proficiency? What transfer performan-ces should students be able to do well if they have met this standard?

What should students come to understand if they really learn this content well?

What should students eventually be able to do on their own if they can meet the Standard?

What important ques-tions are raised by this content?What essential ques-tions will guide inquiry into it?

What instruction is needed to equip students to meet this standard?What learning experiences will help learners acquire the knowldge and skills, make meaning of the important ideas and equip them to transfer their learning?

What evidence of learning is called for by the standard (and its indicators)?What assessments are needed?

Working with Standards using UbD

What big ideas and transfer goals are embedded in this Standard?

What factual knowledge must students acquire to meet the Standard?

What specific skills are stated or implied in the Standard? What proficiencies must students attain to meet the Standard?

What Standard(s) will the unit focus on? Given your reasons for teaching the unit, which Standard(s) are most relevant?



Frequently Asked Questions

1. Why did you change the UbD Template?Just as computer software programs are regularly updated to incorporate new ideas and adjustments based on user feedback, the new Template reflects the most current thinking on UbD, based on our own observations and the constant feedback we get from users throughout the world. In particular, we have seen the need to highlight transfer goals and the coding of Stages 2 and 3 because too often well-intentioned designers were not focusing on long-term transfer in their units, and the unit assess-ments often did not closely align with the stated goals of Stage 1.

2. Do you have to follow the UbD Template order (top to bottom) when you design?No. Backward design does not demand a rigid sequence. The process of thinking through a design is inherently non-linear, with various entry points, leading eventu-ally to a logically-organized product. Regardless of approach, designers should rou-tinely check the emerging design against the UbD Design Standards to ensure that the process yields a desired high-quality unit design.

3. Should you use the 3-stage UbD Template for planning lessons as well as units?We do not recommend isolated lesson planning separate from unit planning. We have chosen the unit as a focus for design because the key elements of UbD – understandings, essential questions, and transfer performances – are too complex and multi-faceted to be satisfactorily addressed within a single lesson. For instance, essential questions should be revisited over time, not answered by the end of a single class period.

Nonetheless, the larger unit goals provide the context in which individual lessons are planned. Teachers often report that careful attention to Stages 1 and 2 sharpens their lesson planning, resulting in more purposeful teaching and improved learning.

Wiggins, G. and McTighe, J. (2011) The Understanding by Design Guide to Creating High Quality Units. Association for Supervision and Curriculum Development (ASCD).

<http://www.ascd.org/publications/books/109107.aspx>

The Understanding by Design Template 2.0

Acq

uisit

ion

Esta

blish

ed G

oals

Mea

ning

Tran

sfer

Stud

ents

will

kno

w...

Stag

e 1

– D

esir

ed R

esul

ts

UN

DER

STA

ND

ING

SSt

uden

ts w

ill u

nder

stan

d th

at...

Stud

ents

will

be

able

to in

depe

nden

tly u

se th

eir l

earn

ing

to...

ESSE

NTI

AL

QU

ESTI

ON

SSt

uden

ts w

ill k

eep

cons

ider

ing.

..

UbD

Tem

plat

e 2.

0

Stud

ents

will

be

skill

ed a

t...

© 2011 Grant Wiggins & Jay McTighe 9

Wha

t spe

cific

ally

do

you

wan

t st

uden

ts to

und

erst

and?

Wha

t inf

eren

ces

shou

ld th

ey m

ake?

Wha

t tho

ught

-pro

voki

ng q

uest

ions

w

ill fo

ster

inqu

iry,

mea

ning

mak

ing,

an

d tr

ansf

er?

Wha

t kin

ds o

f lon

g-te

rm, i

ndep

ende

nt a

ccom

plis

hmen

ts a

re d

esir

ed?

Wha

t Con

tent

Sta

ndar

ds,

Prog

ram

and

/or M

issi

on

rela

ted

goal

(s) w

ill th

is

unit

add

ress

?

Wha

t fac

ts a

nd b

asic

con

cept

s sh

ould

stu

dent

s kn

ow a

nd b

e ab

le

to re

call?

Wha

t dis

cret

e sk

ills

and

proc

esse

s sh

ould

stu

dent

s be

abl

e to

use

?

Eva

luat

ive

Cri

teri

aA

sses

smen

t Evi

denc

e

SUPP

LEM

ENTA

RY

EV

IDEN

CE

PER

FOR

MA

NC

E TA

SK(S

)Stag

e 2

– Ev

iden

ceU

bD T

empl

ate

2.0

Cod

ing


How

will

stu

dent

s de

mon

stra

te th

eir u

nder

stan

ding

(mea

ning

-m

akin

g an

d tr

ansf

er) t

hrou

gh c

ompl

ex p

erfo

rman

ce?

Wha

t cri

teri

a w

ill b

e us

ed in

ea

ch

as

sess

men

t to

eva

luat

e at

tain

men

t of

the

Des

ired

Re

sult

s?

Rega

rdle

ss

of th

e form

at

of th

e as

sess

-m

ent,

wha

t qu

alit

ies

are

mos

t im

port

ant?

Wha

t oth

er e

vide

nce

will

you

col

lect

to d

eter

min

e w

heth

er S

tage

1 g

oals

wer

e ac

hiev

ed?

Cons

ider

the

six

fac

ets

whe

n de

velo

ping

ass

essm

ents

of

unde

rsta

ndin

g.O

ptio

nal:

Use

the

G.R

.A.S

.P.S

. el

emen

ts t

o fr

ame

an a

uthe

ntic

con

text

fo

r th

e ta

sk(s

).

Are

all

of th

e D

esir

ed

Resu

lts

bein

g ap

-pr

opri

-at

ely

as-

sess

ed?

Stag

e 3

– Le

arni

ng P

lan

UbD

Tem

plat

e 2.

0

Cod

ing

LEA

RN

ING

EV

ENTS

Prog

ress

M

onito

ring

Pre-

asse

ssm

ent


Whi

le d

etai

led

less

on p

lans

are

not

exp

ecte

d he

re,

you

shou

ld i

nclu

de

suffi

cien

t in

form

atio

n so

tha

t an

othe

r te

ache

r w

ho i

s fa

mil

iar

wit

h th

e un

it’s

con

tent

cou

ld u

nder

stan

d an

d fo

llow

the

bas

ic le

arni

ng p

lan.

Tha

t m

eans

not

jus

t st

atin

g W

HAT

lear

ners

wil

l do

but

WH

Y t

he e

vent

is

prop

osed

-

its

purp

ose

Opt

iona

l: U

se t

he c

olum

n on

the

left

to

code

you

r le

arni

ng a

ctiv

itie

s; e

.g.,

th

eir

alig

nmen

t w

ith

Stag

e 1

elem

ents

, T-

M-A

, or

W.H

.E.R

.E.T

.O.

Are

all

thre

e ty

pes

of g

oals

(acq

uisi

tion

, mea

ning

, and

tran

sfer

) ad

dres

sed

in th

e le

arni

ng p

lan?

Doe

s th

e le

arni

ng p

lan

refle

ct p

rinc

iple

s of

lear

ning

an

d be

st p

ract

ices

?

Is th

ere

tigh

t alig

nmen

t acr

oss

all t

hree

sta

ges?

Wha

t pre

-ass

essm

ents

will

you

use

to c

heck

stu

dent

s’ pr

ior

know

ledg

e, s

kill

leve

ls a

nd p

oten

tial

mis

conc

epti

ons?

How

will

you

m

onit

or s

tude

nts’

prog

ress

tow

ards

ac

quis

itio

n, m

ean-

ing-

mak

ing,

and

tr

ansf

er, d

urin

g le

sson

eve

nts?

Wha

t are

pot

enti

al

roug

h sp

ots

and

stud

ent m

isun

der-

stan

ding

s?

How

will

stu

dent

s ge

t the

feed

back

th

ey n

eed

and

oppo

rtun

itie

s to

m

ake

use

of it

?

Wha

t’s

the

goal

fo

r (or

ty

pe

of)

each

ev

ent?

Acq

uisit

ion

Esta

blish

ed G

oals

Mea

ning

Tran

sfer

Stud

ents

will

kno

w...

Stag

e 1

– D

esir

ed R

esul

ts

UN

DER

STA

ND

ING

SSt

uden

ts w

ill u

nder

stan

d th

at...

Stud

ents

will

be

able

to in

depe

nden

tly u

se th

eir l

earn

ing

to...

ESSE

NTI

AL

QU

ESTI

ON

SSt

uden

ts w

ill k

eep

cons

ider

ing.

..

UbD

Tem

plat

e 2.

0

Stud

ents

will

be

skill

ed a

t...


T1 d

rive

cour

teou

sly

and

defe

nsiv

ely

with

out a

ccid

ents

or n

eedl

ess r

isk.

T2 a

ntic

ipat

e an

d ad

apt t

heir

know

ledg

e of

safe

and

def

ensi

ve d

rivin

g to

va

rious

traf

fic, r

oad

and

wea

ther

con

ditio

ns.

K1

the

driv

ing

law

s and

“ru

les o

f the

road

” fo

r the

ir st

ate,

pro

vinc

e or

cou

ntry

K2

mea

ning

of t

raffi

c si

gns a

nd si

gnal

sK

3 ba

sic

car f

eatu

res a

nd fu

nctio

nsK

4 w

hat t

o do

in c

ase

of a

n ac

cide

nt

Q1

Wha

t mus

t I a

ntic

ipat

e an

d do

to

min

imiz

e ris

k an

d ac

cide

nts w

hen

I driv

e?

Q2

Wha

t mak

es a

cou

rteou

s and

def

ensi

ve

driv

er?

Nat

iona

l Dri

ver

Dev

elop

men

t Sta

ndar

ds

G1

Dem

onst

rate

a w

orki

ng

know

ledg

e of

rule

s, re

gu-

latio

ns a

nd p

roce

dure

s of

oper

atin

g an

aut

omob

ile

G2

Use

vis

ual s

earc

h sk

ills t

o ob

tain

cor

rect

info

rmat

ion

and

mak

e re

duce

d-ris

k de

-ci

sion

s for

effe

ctiv

e sp

eed

and

posi

tion

adju

stm

ents

G3

Inte

ract

with

oth

er u

s-er

s with

in th

e H

ighw

ay

Tran

spor

tatio

n Sy

stem

by

adju

stin

g sp

eed,

spac

e, a

nd

com

mun

icat

ions

to a

void

co

nflic

ts a

nd re

duce

risk

G4

Dem

onst

rate

bal

ance

d ve

hicl

e m

ovem

ent t

hrou

gh

stee

ring,

bra

king

, and

ac-

cele

ratin

g in

a p

reci

se a

nd

timel

y m

anne

r thr

ough

out

a va

riety

of a

dver

se c

ondi

-tio

ns

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ce:

Amer

ican

Dri

ver &

Tr

affic

Saf

ety

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ciat

ion

S1 p

roce

dure

s of s

afe

driv

ing

unde

r

varie

d tra

ffic,

road

& w

eath

er

co

nditi

ons

S2 si

gnal

ling/

com

mun

icat

ing

inte

ntio

nsS3

qui

ck re

spon

se to

surp

rises

S4 p

aral

lel p

arki

ng

U1

A m

otor

veh

icle

can

bec

ome

a le

thal

wea

pon,

an

d dr

ivin

g on

e de

man

ds c

onst

ant a

ttent

ion.

U

2 D

efen

sive

driv

ing

assu

mes

that

oth

er

dr

iver

s are

not

atte

ntiv

e an

d th

at th

ey m

ight

m

ake

sudd

en o

r ill-

advi

sed

mov

es.

U3

Effe

ctiv

e dr

iver

s con

stan

tly a

dapt

to th

e va

ri-ou

s tra

ffic,

road

, & w

eath

er c

ondi

tions

.

Eva

luat

ive

Cri

teri

aA

sses

smen

t Evi

denc

e

SUPP

LEM

ENTA

RY

EV

IDEN

CE

PER

FOR

MA

NC

E TA

SK(S

)Stag

e 2

– Ev

iden

ceU

bD T

empl

ate

2.0

Cod

ing


1. T

ask:

driv

e fr

om h

ome

to sc

hool

and

bac

k, w

ith p

aren

tal a

nd te

ache

r su

perv

isio

n. T

he g

oal i

s to

dem

onst

rate

skill

ful,

resp

onsi

ve, a

nd d

efen

sive

dr

ivin

g un

der r

eal-w

orld

con

ditio

ns.

2. T

ask:

Sam

e ta

sk a

s #1

but w

ith ra

iny

cond

ition

s.

3. T

ask:

Sam

e ta

sk a

s #1

but w

ith ru

sh h

our t

raffi

c.

4. B

ookl

et: W

rite

a bo

okle

t for

oth

er y

oung

driv

ers o

n th

e bi

g id

eas o

f sa

fe a

nd e

ffect

ive

driv

ing

5. S

elf-

asse

ss y

our d

rivin

g an

d pa

rkin

g in

Tas

ks 1

- 3

in te

rms o

f co

urte

ous &

def

ensi

ve. D

iscu

ss a

djus

tmen

ts m

ade.

6. O

bser

vatio

n of

stud

ent d

river

in a

driv

ing

sim

ulto

r or c

ar o

ff ro

ad.

7. W

ritte

n te

st re

quire

d fo

r get

ting

a lic

ense

.

8. R

oad

test

requ

ired

for g

ettin

g a

licen

se.

• kn

ows t

he la

w•

driv

es w

ell

enou

gh to

m

eet d

rivin

g te

st c

riter

ia

• ac

cura

te•

perc

eptiv

e

• sk

illfu

l•

cour

teou

s/

defe

nsiv

e•

antic

ipat

es

wel

l•

resp

onsi

ve

• sk

illed

Tran

sfer

go

als

Mea

ning

G

oals

Skill

&

Tran

sfer

G

oals

Know

ledg

e &

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ll G

oals

; si

mpl

e tr

ansf

er

Mea

ning

G

oals

Stag

e 3

– Le

arni

ng P

lan

UbD

Tem

plat

e 2.

0

Cod

ing

LEA

RN

ING

EV

ENTS

Prog

ress

M

onito

ring

Pre-

asse

ssm

ent


Car

Che

ckC

ircle

sA

ntic

ipat

ion

& P

lann

ing

Ahe

adSa

fety

Che

cks

Pede

stria

n C

ross

ings

Use

of S

peed

Con

trols

& In

stru

men

tsH

ighw

ays

Oth

er T

raffi

cSt

artin

g up

, Mov

ing

and

Stop

ping

Turn

sIn

ters

ectio

nsSa

fe P

ositi

onin

gR

ever

sing

Dar

knes

sM

irror

sPa

rkin

gW

eath

er C

ondi

tions

Sign

als

Emer

genc

y St

oppi

ngR

ules

& L

aws

Secu

rity

Expe

rienc

e an

d eq

uipp

ing

via

dire

ct in

stru

ctio

n an

d vi

doe

sim

ulta

ors i

s pro

vide

d in

term

s of h

ow to

ha

ndle

: Wet

Roa

ds, D

ry R

oads

, Dar

knes

s Day

light

, Hig

hway

, City

, Cou

ntry

.

Sepa

rate

skill

dev

elop

men

t and

real

-wor

ld p

ract

ice

in –

All

inst

ruct

ion

is c

arrie

d ou

t and

form

ativ

ely

asse

ssed

und

er a

5-le

vel s

yste

m o

f inc

reas

ed a

uton

omy:

•

the

skill

is in

trodu

ced

• it

can

be c

arrie

d ou

t und

er fu

ll in

stru

ctio

n•

it ca

n be

car

ried

out c

orre

ctly

whe

n pr

ompt

ed•

it se

ldom

nee

ds to

be

prom

pted

• yo

u ca

n ca

rry

it ou

t con

sist

ently

with

out a

ny p

rom

ptin

g

Expe

rt dr

ivin

g is

mod

eled

via

vid

eo a

nd th

e dr

ivin

g in

stru

ctor

; the

driv

ing

exam

is in

trodu

ced

and

stud

ied.

Refl

ectio

n an

d ge

nera

lizat

ions

pro

mot

ed v

ia d

iscu

ssio

n of

the

esse

ntia

l que

stio

ns a

fter e

ach

virtu

al

and

real

road

exp

erie

nce.

Writ

ten

self-

asse

ssm

ent r

equi

red

afte

r eac

h dr

ivin

g ex

perie

nce.

Not

e: t

his

is a

mer

ely

sugg

esti

ve o

verv

iew

of

a un

it p

lan.

A

typi

cal u

nit

sum

mar

izes

all

lear

ning

eve

nts

in m

ore

deta

il.

Pre-

asse

ssm

ent o

f driv

ing

know

ledg

e, sk

ill, u

nder

stan

ding

s, an

d at

titud

es u

sing

surv

eys a

nd si

mul

ator

s.

Form

ativ

e as

sess

men

t an

d in

form

al fe

edba

ck

by in

stru

ctor

as s

tude

nt

tries

to a

pply

skill

s le

arne

d w

hile

driv

ing

off-

road

• Lo

ok fo

r suc

h co

m-

mon

mis

conc

eptio

ns

and

skill

defi

cits

as -

* fa

ilure

to c

heck

m

irror

s and

per

iph-

eral

vis

ion

* no

t acc

urat

ely

resp

ondi

ng d

urin

g ch

ange

s in

road

co

nditi

ons

* no

t per

ceiv

ing

spee

d of

onc

omin

g ca

rs d

urin

g m

erge

s an

d tu

rns

T A M A, T

Code

Key

: T

= tr

ansf

er,

M =

Mea

ning

-mak

ing,

A =

Acq

uisi

tion

A, T



ESSENTIAL QUESTIONSDefinition Open-ended questions designed to promote sustained inquiry and meaning making. Essential questions differ in scope and breadth. We distinguish between overarching and topical questions. Overarching essential questions point beyond the particulars of a unit to the larger, transferable ideas and enduring understandings. They recur fruit-fully across the grades, spiraling throughout the curriculum to provide conceptual through lines. Effective overarching essential questions: • Are broad and general in nature • Lead to overarching understandingsTopical essential questions are more specific. They guide the exploration of ideas and processes within particular topics within a unit of study.

PurposeEssential questions are identified in Satge 1 for the purpose of: 1. Provoking deep thought, lively discussion, sustained inquiry, and additional questions leading to new and/or deeper insight(s) 2. Asking students to consider alternatives, weigh evidence, support their ideas and rethink key ideas 3. Support connections within and across content and context

Examples

Overarching Essential Questions

• In what ways does art reflect culture as well as shape it? • How do artists choose tools, techniques, and materials to express their ideas?

• What makes a great story?• How do effective writers hook and hold their readers?

Topical Essential Questions

unit on masks• What do masks and their use reveal about the culture? What tools, techniques, and materials are used in creating masks from different cultures?unit on mysteries• What is unique about the mystery genre?• How do great mystery writers hook and hold their readers?



7. How many legs does a spider have? How does an elephant use its trunk?

8. What is “foreshadowing”? Can you find an example of “foreshadowing’” in the story?

9. What is the original meaning of the term, technology (from its Greek root, “techne”)?

10. By what axioms are we able to prove the Pythagorean theorem?

11. What are some French colloquialisms?

12. How many minutes are in an hour? How many hours are in a day?

13. What is the relationship between popularity and greatness in literature?

14. When was the Magna Carta signed?

15. Crustaceans – what’s up with that?

16. To what extent are common sense and science related?

17. Which modern U.S. president will have the most disappointing legacy?

18. What’s the pattern?

Part 2 - Use your list of characteristics as criteria to determine which of the following are Essential Questions. Check “yes” or “no” after each example.

Refine your list of key characteristics of Essential Questions:

Concept Attainment – Essential QuestionsPart 1 - Examine the following examples and non-examples to determine the common characteristics of Essential Questions. List these in the box below.

List common characteristics of the Essential Questions:

Not Essential QuestionsEssential Questions

YES NO ___ ___

___ ___

___ ___ ___ ___ ___ ___

___ ___

1. How are “form” and “function” related in biology?

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

3. Who “wins” and who “loses” when technologies change?

4. Should it be an axiom if it is not obvious?

5. What distinguishes fluent foreign-ers from native speakers?

6. How would life be different if we couldn’t measure time?



History• Whose “story” is it? • How do we know what to believe about historical claims?• What can we learn from the past?

Literature• What makes a “great” book/story?• What “truths” can fiction reveal? Should a story teach you something?

Mathematics• When is the “correct” answer not the best solution?• What are the limits of mathematical representation/modeling?

Music• How are sounds and silence organized in various musical forms?• If practice makes perfect, what makes “perfect” practice?

Physical Education/Athletics• Who is a “winner?”• Is pain necessary for progress in athletics? (“No pain, no gain” – agree?)

Reading/Language Arts• How does what you read influence how you should read it?• How do you read “between the lines?”• Why do we punctuate? What if we didn’t have punctuation marks?

Science • To what extent are science and common sense related?• How are “form” and “function” related in biology?

Technology• In what ways can technology enhance research and communication? In what ways might technology hinder them? • What are the pros and cons of technological progress?

Writing• How do effective writers hook and hold their readers?• How does audience and purpose influence writing style?• What is a “complete” thought?

Essential Questions examples



Arithmetic (numeration)• What is a number? • Why do we have numbers? What if we didn’t have numbers?• Can everything be quantified?

Arts (visual and performing)• Where do artists get their ideas?• How does art reflect, as well as shape, culture?• Do you like that (artwork)?

Culinary Arts• When is it o.k. to deviate from the recipe?• What makes a “safe” kitchen?

Dance• How and what can we communicate through the “language” of dance?• In what ways can motion evoke emotion?

Economics• What determines value?• Can macro-economics inform micro-economics (and vice-versa)?

Foreign/World Language• What distinguishes a fluent foreigner from a native speaker?• What can we learn about our own language and culture from studying another?

Geography• What makes places unique and different? • How does where we live influence how we live?

Government• Who should decide?• How should we balance the rights of individuals with the common good?

Health• What is “healthful” living?• How can a diet be healthy for one person and not another?

Essential Questions examples



strategy, tactics context

purpose, valueunderlying concepts

Essential Questions in Skill AreasThere is a common misunderstanding among many educators that teaching for understanding of “big ideas” are not really central to the teaching of skill-focused areas, such as beginning literacy, physi-cal education, and mathematics. On the contrary: everything we know about learning tells us that that teaching for conceptual understanding is essential to more accurate and efficient skill performance.Essential questions in skill areas may be considered in terms of the following categories: • key concept(s) – What are the “big ideas” underlying effective skill performance? • purpose, value – Why is the skill important? • strategy, tactics– What strategies do skilled performers employ? How can skill performance

become more efficient and effective? • context – When should you use the skill?

Use the space below to brainstorm possible essential questions for important skills.

• When and how should we sample? • What do good readers do when they

don’t understand the text? • How can you hit with greatest power

without losing control?

• When is sampling sometimes better than counting?

• When should you use the various “fix-up” reading strategies?• Why does follow-through matter?

• What makes an appropriate sample? • How do you know that you comprehend

what you are reading?• How is torque applied in sports?

• Why would we want to sample instead of counting everything?

• Why should readers regularly monitor their comprehension?

• How does torque affect power?

examples from:- mathematics

- reading- physical education



Ten Ways to Kill UbD – by design1. Mandate that every teacher must use UbD for ALL of their planning (without sufficient training, on-going support, or some structured planning time).

2. Introduce UbD as this year’s focus (T.Y.N.T. – “this year’s new thing). Such an approach suggests that UbD can be understood and fully implemented in a year (it can’t). In cases where a school or district does a “new thing” each year, staff are unlikely to invest too heavily since “this too shall pass.”

3. Attempt to implement multiple initiatives simultaneously (e.g., Differentiated Instruction, Curriculum Mapping, Marzano’s Strategies that Work, Assessment for Learning, UbD). While such initiatives have merit and naturally connect with one other, each requires time and support to implement well. Biting off too much at one time can overwhelm staff and lead to ineffective implementation of anything.

4. Jumping right into UbD training under the assumption that staff understand the need for UbD and welcome it as a solution to problems that they “own.”

5. Provide a one-day introductory presentation on UbD and assume that teachers now have the understanding and skill to implement it effectively.

6. Send a few persons to attend a UbD conference and expect them to come back and train all the district teachers, especially before they have a chance to “truly” pilot it in their own classrooms. An introductory workshop on UbD is a good starting place but it will not develop training-level expertise.

7. Provide UbD training for teachers, but not for administrators.

8. Begin initial training and implementation of UbD without a long-term professional development plan or strategic means of collecting appropriate data to evaluate how effectively teachers are using UbD.

9. Begin initial training and implementation without built-in support structures or time allotted for unit revisions/reflection or examining student work.

10. Offer initial training without clear expectations or incentives for teachers to use UbD for their curriculum planning.

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