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Desigining Understanding-Based Curriculum

January 20, 2015

Design goal
Develop or refine a unit of study using the UbD design template 2.0 working in 2-3


The big ideas of UbD

Stage 1 Understandings
Stage 1- Essential Questions
--design time (after lunch)
Stage 2 assessment evidence
UbD supportive websites

Edutech electronic planner

Three-minute pause
Summarize key points
Add your thoughts
Pose clarifying questions

An understanding-based curriculum is teach and assess for understanding and

Plan curriculum backward 3 stages of design

Workbook, Page 259

What is Understanding?
Understanding is when you can visualize it and apply it to another situation
t-chart process
how would others know understanding?

If they can translate that understanding into real-life situations

If they can teach it to others
Integrate bits into a whole, seeing the forest in a group of trees
Transfer into different context to solve a problem

Apply, connect, create, explain, interpret, justify, predict, question

What cant one do if they dont really understand?


They cannot visualize it even if they know it

They cannot translate it or apply it to real life
They cannot teach it to others
Recall, identify, retell, state

APPLICATION: Someone who understands can apply, connect, create, predict,

question, solve
EXPLANATION: Someone who understands can explain, interpret, justify, teach

Three questions:
1. What does a beginning driver need to know and be able to do?
- Know: Traffic rules and regulation, mechanics of driving (car parts), what to
do in case of accidents
- Do: practice abiding traffic rules, driving safely, alertness
2. What does a good driver understand that a lousy one does not?
- A good drivers knows traffic rules and practice them.
- Road courtesy
- Effect of the driver to the environment
- Understanding: Large, heavy objects can kill.
- Road and weather conditions
- Driving fast and quickly doesnt mean driving safely.
- Responsible behaviour makes a person a good driver.
3. Long-term goal of an effective drivers education program?
- Safe driving accident-free (or least less accidents)
- Make the passenger at ease
- Discipline in the road
Established goals include
Standards (discipline areas): math, science, history, language, physical ed, arts
Mission-related outcomes: critical thinking, creativity, communication, collaboration,
citizenship, character
An understanding is

An abstraction (e.g., a concept, theme, principle)

A transferrable idea

Essential Questions: Key to Understanding
Essential questions should be aligned to enduring understandings

UbD resources:

21 January 2015
Think photo album versus snap shot
Sound assessment requires multiple sources of evidence collected over time
Gather evidence from a range of assessments

Authentic tasks of assessments

Academic exam qs, prompts, problems
Quiz test items
Informal checks for understanding
Student self-assessment

Match assessment evidence with the learning goals

Align stage 2 to stage 1

Output 2: Stage 2

Page 258
Someone who understands
..Can teach what he understands
..Can integrate all the pieces of information into a whole; seeing forest in a
collection of trees
..Can create something out of what he/she understands

Sample Engaging Assessment: Death of an Element, writing an obituary citing the

effects of the elements death in the world.

Ideas for action

Think big
Start small
Go for an early win

Day 3

Performance goal:
Work in a curriculum plan using a backward design process

Topical agenda

Schooling by design a systems frame

The mission of schooling
A curriculum blueprint (macro)
Web-based resources
Learning principles to guide action
Analysing backward design to macro curriculum planning

Key elements of schooling by design, page 2

Exmaples of mission-related goal


Academic preparation for higher educatin and the world of work

The six Cs
Critical thinking, creativity, communication, collaboration, citizenship, character

Long-term transfer goal: An effective curriculum equips leaners for autonomous

performance by design.

Transfer Goal lifelong learning

Locate needed information from various sources

Cornerstone tasks

Anchor the curriculum around important, recurring tasks.

Require understanding and transfer of learning
Integrate 21st century outcomes
Provide evidence of authentic accomplishments