Understanding By DesignUnderstanding By Designat IslandWoodat IslandWood

Why UBD??Why UBD?? Challenges educators to focus on concepts, Challenges educators to focus on concepts,

ideas and understandings in addition to skills ideas and understandings in addition to skills and knowledgeand knowledge

Provides template that is adaptable to a variety Provides template that is adaptable to a variety of contexts including IW SOP and EEC.of contexts including IW SOP and EEC.

Allows assessment to be central to the Allows assessment to be central to the curriculum design process and encourages curriculum design process and encourages multiple types of assessment.multiple types of assessment.

Aligns with Graduate Class on Curriculum and Aligns with Graduate Class on Curriculum and InstructionInstruction

Results to Evidence to Learning PlanResults to Evidence to Learning Plan

Desired Results

Assessment Evidence

Learning Plan

ResultsResults

Identify Desired Results

Before Lesson Planning……

Desired Results

Big Ideas Enduring Understandings Essential Questions Knowledge and Skills

Big Idea:Big Idea:StewardshipStewardship

Stewardship is action that arises from caring Stewardship is action that arises from caring and informed relationships in one’s natural and informed relationships in one’s natural and cultural communitiesand cultural communities

Big idea – yes!Big idea – yes! Enduring – yes!Enduring – yes! Transferable – yes!Transferable – yes! Requires uncoverage – yes!Requires uncoverage – yes!

Enduring Understandings

These are at the heart of everything you plan and teach.

Instructors must be mindful of the enduring understandings throughout the teaching and learning: during lessons, games, discussions, meals, and adventures.

They will empower students to apply what they have learned beyond the current context.

Understandings in the SOP CurriculumUnderstandings in the SOP Curriculum

U1 – Learning can be joyful, empowering, and U1 – Learning can be joyful, empowering, and inspire a sense of wonder.inspire a sense of wonder.

U2 - Environment & community require many U2 - Environment & community require many interconnected systemsinterconnected systems

U3 – Choices people make can have positive U3 – Choices people make can have positive impacts on their environment & community.impacts on their environment & community.

U4 – Working well together enhances stewardship U4 – Working well together enhances stewardship & a sense of community.& a sense of community.

Essential Questions

What questions are you helping your students to pursue?

How can you guide them in an inquiry that enables them to construct their own understanding of the enduring understandings?

How can you connect these with student-generated questions, which are also essential?

Essential QuestionsEssential QuestionsHelp students explore and develop Help students explore and develop

understandingsunderstandings Q1 How are the parts of Q1 How are the parts of environments

connected? Q2 How do people and places affect one Q2 How do people and places affect one

another? another? Q3 How can people care for themselves, their Q3 How can people care for themselves, their

communities and environments in ways that communities and environments in ways that enhance sustainability?enhance sustainability?

Knowledge and SkillsKnowledge and Skills

The stuff that much curriculum is focused on..The stuff that much curriculum is focused on.. We live in an information age where there is We live in an information age where there is

more knowledge than we can know…more knowledge than we can know… Most important as tools to enable learners to Most important as tools to enable learners to

grapple with enduring understandings and grapple with enduring understandings and essential questions. essential questions.

Knowledge in SOP CurriculumK1 Students will know that living things need food, water, air.K2 Students will know that in a given place some organisms

thrive and some don’t. K3 Students will know that organisms interact in various waysK4 Students will know that changes in an organism’s habitat are

sometimes beneficial and sometimes harmful. K5 Students will know that systems are made up of subsystems

and have inputs and outputs.K6 Students will know that cultures throughout history have

changed and have been changed by their environments.K7 Students will know that kids’ choices and actions make a

difference.

Skills in SOP Curriculum

S1 OBSERVING: using their five senses and emotional perspectives

S2 COLLECTING & RECORDING quantitative & qualitative data, using varied tools

S3 PREDICTING, ANALYZING, INTERPRETING and REPRESENTING information using creative, scientific, and verbal approaches

S4 DEVELOPING & EXPRESSING perspective, empathy, & self-knowledge

S5 APPLYING what has been learned to new situations

Results to Evidence Results to Evidence

Desired Results

Assessment Evidence

How will you know they are “getting it?”

Journals: Completed portions, amount of writing

Discussions: Questions they ask, responses, focus

Behaviors: Enthusiasm for learning, curiosity Treating one another with respect

Be aware of varied individual responses!

Assessment

FORMATIVE: SUMMATIVE:

Why is assessment important?Why is assessment important?

To evaluate what parts of our curriculum work To evaluate what parts of our curriculum work best to meet our goalsbest to meet our goals

To help instructors assess their effectiveness To help instructors assess their effectiveness and improveand improve

To show the effectiveness of our programs to To show the effectiveness of our programs to funders and the larger educational arenafunders and the larger educational arena

The Design ProcessThe Design Process

Identify Desired ResultsIdentify Desired Resultso Enduring UnderstandingsEnduring Understandingso Essential QuestionsEssential Questionso Skills and KnowledgeSkills and Knowledge

Determine acceptable evidenceDetermine acceptable evidenceo Embedded assessmentEmbedded assessmento Formative and SummativeFormative and Summative

Plan Learning Experiences and Plan Learning Experiences and

InstructionInstruction

Desired Results

Assessment Evidence

Learning Plan

Planning the Lessons/Experiences

People Place Progression Pace Priorities

EEC Enduring Understandings People learn best through immersion in meaningful

experiences, with reflection and transference facilitated by dedicated, thoughtful educators.

People learn by struggling to reconcile new ideas and experiences with their prior world views.

Respectful, compassionate interactions with others empowers everyone to take risks and meet challenges.

The teacher is a servant-leader facilitating students’ engagement, inquiry, and construction of knowledge and understanding.

The interconnected systems of environment and community provide a meaningful, integrative context for learning.

Being an outstanding educator is a lifelong pursuit.

Matters of UnderstandingMatters of Understanding

Big ideas or core processes at the heart of a Big ideas or core processes at the heart of a disciplinediscipline

““Enduring” – lasting value beyond the Enduring” – lasting value beyond the classroomclassroom

Transferable to other topics and inquiriesTransferable to other topics and inquiries Requires “uncoverage”Requires “uncoverage” Challenges educators to explore multiple Challenges educators to explore multiple

facets of understanding including explanation, facets of understanding including explanation, interpretation, application, perspective, interpretation, application, perspective, empathy and self-knowledgeempathy and self-knowledge

Types of Evidence/AssessmentTypes of Evidence/Assessment

Embedded Assessment – Part of the Learning Embedded Assessment – Part of the Learning Experience. Kids are learning and illustrating Experience. Kids are learning and illustrating understandings at the same timeunderstandings at the same time

Formative – In each lesson, instructors have informal Formative – In each lesson, instructors have informal opportunities to assess understanding.opportunities to assess understanding.

Summative – Each day concludes w/ an activity that Summative – Each day concludes w/ an activity that can be used as an assessment tool…we emphasize can be used as an assessment tool…we emphasize tools that are creative, project based rather than tools that are creative, project based rather than traditional “test” type tools. traditional “test” type tools.

Good evidence gives instructor Good evidence gives instructor the ability to assess students’ the ability to assess students’

understanding understanding

Learning Plans at IslandWoodLearning Plans at IslandWood

A general framework exists that aligns lessons A general framework exists that aligns lessons and activities w/ “GUQKS”and activities w/ “GUQKS”

The flow for each field group shifts based on The flow for each field group shifts based on group needs, instructor passions, weathergroup needs, instructor passions, weather

Solutions for planning a day?Solutions for planning a day?

Go to question, understandings, skills and Go to question, understandings, skills and knowledge you hope to teachknowledge you hope to teach

Look at assessment tool that will be used to Look at assessment tool that will be used to evaluate students’ learningevaluate students’ learning

Plan core lessons, first (before locations or fun Plan core lessons, first (before locations or fun stuff)stuff)

Ecosystems CurriculumEcosystems Curriculum IslandWood School Overnight ProgramIslandWood School Overnight Program

SummarySummary: Using IslandWood’s ecosystems as a context for learning, this curriculum helps students : Using IslandWood’s ecosystems as a context for learning, this curriculum helps students understand how they can become better stewards of themselves, their community, and the environment. understand how they can become better stewards of themselves, their community, and the environment. By learning about the ecology of diverse ecosystems and about human impacts on ecosystems, students By learning about the ecology of diverse ecosystems and about human impacts on ecosystems, students learn about the ways that their choices affect the health of their own communities. learn about the ways that their choices affect the health of their own communities.

Stage One: Desired ResultsStage One: Desired Results Established GoalEstablished Goal: Through joyful exploration, students will develop an understanding of ecosystems, : Through joyful exploration, students will develop an understanding of ecosystems,

their importance, and how people and ecosystems are interconnected. Through this improved their importance, and how people and ecosystems are interconnected. Through this improved understanding, students will be inspired and empowered to make a difference in their own communities.understanding, students will be inspired and empowered to make a difference in their own communities.

What understandings are desired?What understandings are desired? Students will understand….Students will understand…. What essential questions will be considered?What essential questions will be considered? Q1Q1 What is an ecosystem?What is an ecosystem? Q2Q2 What does an ecosystem need to be a healthy system? What does an ecosystem need to be a healthy system? Q3Q3 How do people and ecosystems change one another? How do people and ecosystems change one another? Q4Q4 What can I teach others about ecosystems? What can I teach others about ecosystems? What key knowledge and skills will students acquire as a result of this unit?What key knowledge and skills will students acquire as a result of this unit? Students will know…Students will know… K1K1 Nature’s ABC’s Nature’s ABC’s K2K2 Ecological concepts such as habitats, adaptationsEcological concepts such as habitats, adaptations K3K3 History of human impact on IW Ecosystems History of human impact on IW Ecosystems K4K4 The importance of both ecological and cultural diversity The importance of both ecological and cultural diversity Students will be able to…Students will be able to… S1S1 Identify and share ethnobotanical uses of many IW Plants Identify and share ethnobotanical uses of many IW Plants S2S2 Brainstorm potential consequences of human actions Brainstorm potential consequences of human actions S3S3 Problem solve as a groupProblem solve as a group

Question Desired Results Assessment Activity

What is an Ecosystem? K1 – Nature’s ABC’s Sketch or mind map of an Ecosystem w/ ABC’s identified

What does an ecosystem need to be a healthy system?

K2- Ecological ConceptsK4 – Importance of diversityS1 – Identify and share ethnobotanical uses of many IW Plants

Solo Walk Writing Activity

How do people and ecosystems affect one another?

K3 – History of human impact on IW ecosystemS2 – Consequences of human actionsU1 -The interconnectedness of human and natural communities U2 -The impact human activities have on ecosystem

Create an image sequence, through the lesson, "Times, they are a changin'"

What can I teach others about ecosystems?

U3 - By working together cooperatively we can benefit our human and natural communities

Water Color/ Letter to self/brochureVenn diagram

All S3 - Problem solve as a group Instructor documents team-building activities with challenges and successes; watches for evidence of application during other parts of the field study.

Evidence of Understanding in Ecosystems Curriculum

Ecosystems AssessmentEcosystems Assessment

Q2 – What does an Q2 – What does an ecosystem need to be a ecosystem need to be a healthy system?healthy system?

K2 – Ecological ConceptsK2 – Ecological Concepts K4 – Importance of K4 – Importance of

DiversityDiversity S1 – Plant ID/UsesS1 – Plant ID/Uses

Summative tool – Summative tool –

Solo Walk Writing activitySolo Walk Writing activity

(In process, test period, future (In process, test period, future rubric?)rubric?)

Formative tools – Questions Formative tools – Questions after Owls, Mice and Seedsafter Owls, Mice and Seeds

Soil Sleuth Journal Soil Sleuth Journal macroinvertebrate drawing macroinvertebrate drawing and questions. and questions.

Desired Results Acceptable Evidence

Think about…Where?Think about…Where?

W- Where are we heading and Why? (from the W- Where are we heading and Why? (from the student’s perspective)student’s perspective)

H – How will the students be Hooked?H – How will the students be Hooked? E – What opportunities will there be to be E – What opportunities will there be to be

Equipped and Explore key ideas?Equipped and Explore key ideas? R – How will we provide opportunities to R – How will we provide opportunities to

Rethink, Rehearse, Refine and Revise?Rethink, Rehearse, Refine and Revise? E – How will students evaluate (so as to E – How will students evaluate (so as to

improve) their own performance?improve) their own performance?