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Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of...

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Understanding By Understanding By Design Design (UbD) (UbD) An overview An overview Excerpted in large part from Excerpted in large part from Making the Most of Understanding by Design Making the Most of Understanding by Design By John L. Brown By John L. Brown
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Page 1: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

Understanding By Design Understanding By Design (UbD)(UbD)

An overviewAn overviewExcerpted in large part from Excerpted in large part from

Making the Most of Understanding by DesignMaking the Most of Understanding by Design

By John L. BrownBy John L. Brown

Page 2: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

Research to back up UbDResearch to back up UbD

Students learn best when they actively Students learn best when they actively construct meaning through experience-construct meaning through experience-based activitiesbased activities

A student’s culture, experiences, and A student’s culture, experiences, and previous knowledge shape all new previous knowledge shape all new learninglearning

Page 3: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

Learning depends on three main brain Learning depends on three main brain functions:functions:– An innate search for meaning and purpose An innate search for meaning and purpose

when learningwhen learning– An ongoing connection between emotion An ongoing connection between emotion

and cognitionand cognition– An innate predisposition to find patterns in An innate predisposition to find patterns in

the learning environment beginning with the learning environment beginning with wholes rather than partswholes rather than parts

Page 4: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

Student’s application and transfer to Student’s application and transfer to new situations does not occur new situations does not occur automatically.automatically.– Teachers must help students to scaffold Teachers must help students to scaffold

knowledge by helping the learner from knowledge by helping the learner from modeling to guided practice to independent modeling to guided practice to independent application.application.

Page 5: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

Knowing or being able to do something Knowing or being able to do something does not guarantee that the learner does not guarantee that the learner understands it.understands it.

Students learn best when studying a Students learn best when studying a curriculum that replaces simple curriculum that replaces simple coverage with in-depth inquiry and coverage with in-depth inquiry and independent application experiences.independent application experiences.

Page 6: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

Students benefit from a curriculum that Students benefit from a curriculum that cues them into cues them into big ideas, enduring big ideas, enduring understandings, understandings, and and essential essential questions.questions.

Page 7: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

6 Facets of Understanding6 Facets of Understanding

ExplanationExplanation InterpretationInterpretation ApplicationApplication PerspectivePerspective EmpathyEmpathy Self-KnowledgeSelf-Knowledge

Page 8: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

Priority Driven CurriculumPriority Driven Curriculum

Clearly distinguishes between what is Clearly distinguishes between what is worth being familiar with and what all worth being familiar with and what all students need to know, be able to do, students need to know, be able to do, and understand and understand

Page 9: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

Backward Instructional DesignBackward Instructional Design

Stage OneStage One: Identifying desired results : Identifying desired results (such as enduring understandings, essential questions and (such as enduring understandings, essential questions and knowledge objectives).knowledge objectives).

Stage TwoStage Two: Determining acceptable : Determining acceptable evidence to assess and to evaluate evidence to assess and to evaluate student achievement of desired results.student achievement of desired results.

Stage Three:Stage Three: Designing learning Designing learning activities to promote student mastery and activities to promote student mastery and success on assessment tasks.success on assessment tasks.

Page 10: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

STAGE ONESTAGE ONE

Identifying desired resultsIdentifying desired results

Page 11: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

Enduring UnderstandingsEnduring Understandings

Statements that articulate big ideas that Statements that articulate big ideas that have lasting value beyond the have lasting value beyond the classroom and that students can revisit classroom and that students can revisit throughout their lives.throughout their lives.

Page 12: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

Essential QuestionsEssential Questions

Big open-ended interpretive questions Big open-ended interpretive questions that have no one obvious right answer.that have no one obvious right answer.

They raise other important questions They raise other important questions and go to the heart of a discipline.and go to the heart of a discipline.

Page 13: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

Knowledge ObjectivesKnowledge Objectives

They clearly specify what students They clearly specify what students should know and be able to do,should know and be able to do,

Page 14: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

STAGE TWOSTAGE TWO

Determining acceptable evidenceDetermining acceptable evidence

Page 15: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

Designing AssessmentsDesigning Assessments

A Photo Album/not a snapshotA Photo Album/not a snapshot Tests and quizzes with performance Tests and quizzes with performance

based itemsbased items Reflective assessments Reflective assessments (journals, logs, (journals, logs,

interviews, self-evaluations, peer response groups)interviews, self-evaluations, peer response groups)

Culminating assessment projectsCulminating assessment projects

Page 16: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

Teaching for UnderstandingTeaching for Understanding

Students need to use their acquired Students need to use their acquired understandings and knowledge in real-understandings and knowledge in real-world settingsworld settings– Thus, performance based projects should Thus, performance based projects should

include the core GRASPS elements...include the core GRASPS elements...

Page 17: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

GRASPSGRASPS

G=G=Goals Goals from the real world.from the real world. R=R=RolesRoles that are authentic and based in reality. that are authentic and based in reality. A=A=AudiencesAudiences to whom students will present final to whom students will present final

products and performancesproducts and performances S=S=SituationsSituations involving a real-world conflict to be involving a real-world conflict to be

resolved, decision to be made, investigation to be resolved, decision to be made, investigation to be completedcompleted

P=P=ProductsProducts and and PerformancesPerformances culminating from the culminating from the studystudy

S=S=StandardsStandards for evaluating project-based products and for evaluating project-based products and performancesperformances

Page 18: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

STAGE THREESTAGE THREE

Designing learning activitiesDesigning learning activities

Page 19: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

WHERETOWHERETO

Each of the letters in the acronym Each of the letters in the acronym corresponds to instructional design corresponds to instructional design questions that teachers should consider questions that teachers should consider when designing instructional activities...when designing instructional activities...

Page 20: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

WHERETOWHERETO

W = How will you help your students to know W = How will you help your students to know WHERE WHERE they are headed, they are headed, WHYWHY they are going there, and they are going there, and WHAT WAYSWHAT WAYS they will be evaluated along the way? they will be evaluated along the way?

H = How will you H = How will you HOOKHOOK and engage student interest? and engage student interest? E = What E = What EXPERIENCESEXPERIENCES will you provide to help will you provide to help

students make their understandings real and to students make their understandings real and to EQUIPEQUIP all learners for success?all learners for success?

R = How will you cause students to R = How will you cause students to REFLECT, REFLECT, REVISE, REVISE, and and RETHINKRETHINK??

Page 21: Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

E = How will students E = How will students EXPRESSEXPRESS their their understandings and engage in meaningful self-understandings and engage in meaningful self-EVALUATION?EVALUATION?

T = How will you T = How will you TAILORTAILOR (differentiate) your (differentiate) your instruction to meet the needs of each learner?instruction to meet the needs of each learner?

O = How will you O = How will you ORGANIZEORGANIZE learning experiences that emphasize conceptual understandings?


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