Conclusions from scientific investigations mustbe verified through replication. Scientific inquirydeliberately isolates and controls key variablesand their interaction.
History involves interpretation and historianscan disagree. One’s interpretation of the pastmay be influenced by one’s experiences, culture,philosophy, and political beliefs.
EpistemologicalUnderstandings
examples... “We turn now to the questions of howexperts’ knowledge is organized…Theirknowledge is not simply a list of facts andformulas that are relevant to the domain;instead, their knowledge is organizedaround core concepts or ‘big ideas’ thatguide their thinking about the domain.”
- Bransford, et. al., How People Learn, p 24
research on Learning and Cognition
Everything we do in this courseaddresses one or more of the following questions:
What is the story of American history?
How do historians construct and evaluate the stories they tell?
Why study history?
U.S. History: WW II to Present
adaptation
‘Big Idea’ Understanding:Living organisms have developedadaptive mechanisms to enable themto survive in harsh environments.
Essential Question:In what ways do living organisms adapt to survive in harsh environments?
‘Big Idea’ Understanding:Great literature from various culturesexplores enduring themes and revealsrecurrent aspects of the humancondition.
world literature
Essential Question:How can stories from other placesand times be about me?
‘Big Idea’ Understanding:Statistical analysis and display oftenreveal patterns in data, enabling us tomake predictions with degrees ofconfidence.
predictive statistics
Essential Question:Can you predict the future? What will happen next? How sure are you?
‘Big Idea’ Understanding:Available tools and technologiesinfluence the ways in which artistsexpress their ideas.
artistic expression
Essential Question:Where do artists get their ideas?What factors influences artisticexpression?
‘Big Idea’ Understanding:• Humans process both verbal and non-verbal messages simultaneously.• Your communication becomes moreeffective when verbal and non-verbalmessages are aligned.
verbal & non-verbalcommunication
Essential Question:What makes a great speaker great?How do great speakers use non-verbals?
Skill area:
swimming
Students will understand that:
The most efficient and effectivestroke mechanics involve pulling andpushing the maximum amount ofwater directly backward. A flat (vs. cupped) palm offers themaximum surface area.
Identifying “big ideas” andessential questions in skill areas Essential Questions
When and how shouldwe differentiate
within the UbD framework? Should rarely be Differentiated
May need some Differentiation
Should be Differentiated
“Color Key” to differentiationin backward design
Established Goals Essential Questions
Knowledge Skills
Understandings Essential Questions
Established Goals (e.g., Content Standards)
Differentiation in UbD - Stage 1
Pre- and on-going assessments may reveal skill orknowledge gaps needing instructional interventions,and suggest needed enrichment experiences for the advanced learners.
“The contemporary view oflearning is that people constructnew knowledge and under-standing based on what theyalready know and believe.”
“A logical extension of this view isthat teachers need to pay attention tothe incomplete understandings, thefalse beliefs, and the naïve renditionsof concepts that learners bring withthem.”
- Bransford, et. Al., How People Learn, p 10
research on Learning and Cognition
Chris wants to decide which of two spotremovers is best. First, he tried Spot RemoverA on a T-shirt that had fruit stains andchocolate stains. Next, he he tried SpotRemover B on jeans that had grass stains andrust stains. Then he compared the results. What did Chris do wrong that will make ithard for him to know which spot remover isbest? Design an experiment to help himdecide which spot remover is best. Kentucky SDE
Sound assessment requires multiplesources of evidence, collected over time.
Gather evidence froma Range of Assessments
authentic tasks and projects academic exam questions, prompts, and problems quizzes and test items informal checks for understanding student self-assessments
Match the Assessment Evidencewith the Learning Goals
=
Think like an assessor,not an activity designer!
Design assessments beforeyou design lessons andactivities.Be clear about what evidenceof learning you seek.
What is Understanding? Focus on evidence.
Students should be presumedinnocent of understanding untilproven guilty by a preponderanceof evidence.
☛ Consider a judicial analogy:
Evidence of Understanding...
requires the student to:
Apply to novel situation
(‘authentic’ context)
Explain support, justify
theorize, defend
Facet #1: Explanation
To understand is to know not only what and when but why and how.
The student must not just do, they must explain and support (the dissertation and its defense).
example:
Teach a Lesson
You have been asked to help a thirdgrader understand the economicconcept of “supply and demand”.Design a plan for a 5 minute lesson.You may wish to use examples (e.g.,Beanie Babies or Pokemon cards),visuals, or manipulatives to helpthem understand.
Imagine that you are an elderlytribal member who has witnessedthe settlement of the plains by the“pioneers”. Tell a story to yourgranddaughters to show the impactof the settlers on your life.
example:
Tell a Story You are a member of Holden Caufield’scase-review committee at the hospital fromwhich Holden is telling his story. Your taskis to write:1) a diagnostic report for the hospital, and2) a letter to Holden’s parents explainingwhat’s wrong with him.Base your analysis on Holden’s own words.
example: What’s Wrong with Holden? Facet #3: Application
Understanding is revealed through the ability to use knowledge effectively in varied contexts (i.e., transfer).
Emphasize “authentic” performance – students apply knowledge in meaningful, “real-world” contexts to showthat they really understand.
Facet #3: Application
the ability to use knowledgeeffectively in varied contexts -“authentic” transfer application
adjust and adapt what one knowsto particular audiences, purposes,situations
You have been hired by a day care agencyto fence in an area to be used for a play area.You have been provided with 60 feet offencing (in 4’ sections) and a 4’ gate. How canyou put up the fence so the children will havethe maximum amount of space in which toplay?
Submit your plan for the playground area.Include a diagram, your calculations, and asummary of why this is the best design.
example: Day Care Center
example:
State Tour
The State Department of Tourism hasasked your help in planning a four-day tourof (your state) for a group of foreign visitors.Plan the tour to help the visitors understandthe state’s history, geography and its keyeconomic assets.
You should prepare a written itinerary,including an explanation of why each sitewas included on the tour.
As a fitness trainer, your task is todesign a personalized plan to help aclient meet their fitness goal. (Client goalsand characteristics are provided.)
Your fitness plan should includeaerobic, anaerobic and flexibilityexercises along with a proposed nutritionregimen.
Your math teacher will allow you toselect the method by which measure ofcentral tendency – mean, median or mode –your quarterly grade will be calculated.
Review your grades for quizzes, tests,and homework to decide which measure ofcentral tendency will be best for yoursituation. Write a note to your teacherexplaining why you selected that method.
Designing Task Scenarios
What is the goal in the scenario? What is your role? Who is the audience? What is your situation (context)? What products/performances will
you prepare? By what standards (criteria) will
your work be judged?
GRASPS
Anticipating Concerns
“Yes, but…”
We
have
too
much
cont
ent t
o co
ver.
But w
e hav
e to
prep
are
for t
he st
ate t
est.
something to think about...
“High-stakes testing has radicallyaltered the kind of instruction that isoffered in American schools, to thepoint that ‘teaching to the test’ hasbecome a prominent part of thenation’s educational landscape.”
Alfie Kohn
“What we see is behaviorgeared toward improving testscores rather than behaviorgeared toward changing whatstudents do.”
Brian Stecher,researcher at RAND Corporation
!Misconception Alert:
Beware: fixation on test format
“Practicing for a
standardized test is likepracticing for your physicalexam!”
Mistaking themeasure for the goal
Three-Minute Pause
Meet in groups of 3 - 5 to...✔ summarize key points.✔ add your own thoughts.✔ pose clarifying questions.
Product/ - written brochure w/ Performance - written explanation
Scenario - informative brochure
Stage 2 – Design TemplateEssential Questions
Evaluative Criteria/ Scoring Rubric (s)
Performance Tasks Other Evidence
s
t oeYou Are What You Eat:Create a brochure on“healthful” eating.
Camp Menu:Design a 3-day menu formeals and snacks.Explain why your menuplan is both healthy andtasty.
• Quiz on the USDAFood Pyramid guidelines
• Quiz on reading foodlabels
• Test on healthproblems caused by pooreating.
• effectively illustrates a balanced diet• clearly shows differences between healthy & unhealthy diets• accurately explains two nutritionally-related health problems• well crafted products and polished performances
What do youKnow about___?
Product Tic-Tac-Toe
? ?
?? ??
??
What do youWant to know?
What have youLearned?
written
Written Visual Oral
Poster
PoliticalCartoon
ConceptMap
Essay
Letter toEditor
ExecutiveSummary
Teach aLesson
Book Talk
ExecutiveSummary
Differentiation Within AssessmentStage 1 – Desired Results
Performance Task
Stage 2 –Assessment Evidence
Content Standard(s)Understanding(s)
Criteria Implied
ProductCriteria
product & performance
options
ContentCriteria
Stage 3 – Design TemplateEssential Questions Learning Plan
l• begin w/ K-W-L to check for priorknowledge and questions
• sub-group for skills lessons (e.g., reading food labels)
• provide varying degrees of support -e.g., graphic organizers, outlines
• student support systems - e.g., readingbuddies, review partners, etc.
• allow student choice on tasks - e.g., audience, products/performances
Stage 1 - Desired Results
Performance Tasks
Other Evidence:Stage 2 - Assessment Evidence
Other Evidence:Stage 3 - Learning Plan
Other Evidence
Key Criteria
Established Goals/ Content Standards
Understandings Essential Questions
Knowledge Skill
Differentiation in UbD
Synthesizing Activity:
Summarize the key ideas of this session as represented by the color-Coded UbD “backward design” Template.
