Understanding UbD

the ‘big ideas’ of UbD
By Mann Rentoy

Fist to five
What is your understanding of UbD?
– Fist is you got nothing – Five is you’ve written best selling books about UbD

What is UbD?

The goal of UbD is merely to ensure that learning goals and evidence of learning follow a deliberate design so that all teachers regardless of genetic gifts or dispositions or sense of devotion or dedication are able to impart real learning based on understanding and not merely on rote knowledge or aimless recall.

UbD provides structure for kids & educators

UbD is something you can actually use

The brain looks for patterns
Discrete pieces of data don’t make sense – It tries to chunk data into “icons”

So . . . what do you want kids to walk away understanding?

“Big ideas” worth understandi ng Important to know & do Worth being familiar with

Enduring understandings

Foundational concepts/skil ls

“nice to know”

3 Stages of (“Backward”) Design
1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction

Why “backward”?
• they go against habits:

–Lesson –Activities –Test

The “big ideas” of each stage:

Standard(s) Understandings Essential Quest :
s t a g e 1

What are the big ideas?
Assessment Evidence

Performance Task(s): s t a g e

Other Evidence:

2

What’s the evidence?
Learning Activities

How will we get there
3

s t a g e

Big Ideas in Literacy: Examples –audience and purpose in

writing –A story, as opposed to merely a list of events linked by “and then…” –reading between the lines –writing as revision –a non-rhyming poem vs. prose –fiction as a window into truth

What are the 3 stages of Design?

3 Stages of Design
1. Identify desired results
2. Determine acceptable evidence 3. Plan learning experiences & instruction

• Key: Focus on Big ideas

Stage 1 – Identify desired results.

–Enduring Understandings –Essential Questions
– What should students know and be able to do? – What content standards are addressed explicitly by the unit?

– Great artists often break with conventions to better express what they see and feel. – Price is a function of supply and demand. – Friendships can be deepened or undone by hard times – History is the story told by the “winners” – The storyteller rarely tells the meaning

Understandings: examples...

Understanding goes beyond knowing. Understanding goes beyond doing. Rote memorization and activity are not genuine understanding.

What are “Essential Questions”?

Essential Questions
–are arguable - and important to argue about –are at the heart of the subject –recur - and should recur in professional work, adult life, as well as in

–raise more questions – provoking and sustaining engaged inquiry –often raise important conceptual or philosophical issues –can provide meaningful & connected learning

Essential Questions

– Who are my true friends - and how do I know for sure? – Does a good read differ from a ‘great book’? Why are some books fads, and others classics? – To what extent is geography destiny? – Should an axiom be obvious? – How different is a scientific theory from a plausible belief? – What is the government’s proper role?

Sample Essential Questions:

3 Stages of Design: Stage 2
1. Identify desired results

2. Determine acceptable evidence
3. Plan learning experiences & instruction

–key complex performance tasks indicative of understanding –other evidence to build the case for understanding, knowledge, and skill –rubrics to assess complex

Stage 2 – Assessment Evidence

The big ideas for Stage 2
• grounded in real-world applications, supplemented as needed by more traditional school evidence • Provide useful feedback to the learner, be transparent, and minimize secrecy • valid, reliable - aligned with the desired results of Stage 1 (and fair)

What are the 6 facets of understanding?

What are the 6 facets of understanding?

Six Facets of Understanding 1. EXPLAIN 2. INTERPRET
3. APPLY 4. EMPATHY 5. PERSPECTIVE 6. SELF-KNOWLEDGE

Six Facets of Understanding

• Explain - provide thorough, supported and justifiable accounts of phenomena, facts and data

Six Facets of Understanding
• Interpret - tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies and models

Six Facets of Understanding

• Apply - effectively use and adapt what is known in diverse contexts

Six Facets of Understanding

•Empathy – imagine, assume role of, consider

Six Facets of Understanding

•Perspective – analyze, argue, compare and contrast

Six Facets of Understanding

•SelfKnowledge – reflect, be aware of, self-assess

Fist to five
What is your understanding of Performance Task? (Authentic)
–Fist is you got nothing –Five is you’ve written best selling books about Performance Task

G– What is the Goal in the R scenario? A– What is the Role? ole S – Who is the Audience? udience What is your P –(context)? Situation – What is the Performance or S Product?
tasks:

Scenarios for Authentic • assessments anchored in authentic Tasks

For Reliability & Sufficiency: Use a Variety of • Varied Assessments types, over time:
– authentic tasks and projects – academic exam questions, prompts, and problems – quizzes and test items – informal checks for understanding – student self-assessments

Some key understandings about assessment • Performance is more than the sum of the drills: using only conventional quizzes and tests is insufficient and as misleading as relying only on sideline

3 Stages of Design: Stage 3
1. Identify desired results 2. Determine acceptable evidence

3. Plan learning experiences & instruction

Stage 3 big idea:
E F F E C T I V E

and

E N G A G I N G

Stage 3 – Plan Learning Experiences & Instruction

–What learning experiences and instruction will promote the desired understanding, knowledge and skill of

Stage 3 – Plan Learning Experiences & Instruction

–How will the design ensure that all students are maximally engaged and effective at meeting the goals?

Think of your obligations via W • “Where H. we headed?” T. O. W. are E. R. E. (the student’s Q!)
H E R
• How will the student be ‘hooked’? • What opportunities will there be to be equipped, and to experience and explore key ideas? • What will provide opportunities to rethink, rehearse, refine and revise? • How will students evaluate their work? • How will the work be tailored to individual needs, interests, styles?

E T O

W

Think of your obligations via W. H. E. R. E.are we T. O. •“Where

headed?” (the student’s Q!)

H •How will the
student be ‘hooked’?

Think of your obligations via W. H. E. R. E. T. O.

E

Think of your obligations via W. H. E. opportunities •What R. E. T. O.

will there be to be equipped, and to experience and explore key ideas?

R

Think of your obligations via W. H. E. R. E. T. O.

•What will provide opportunities to rethink, rehearse, refine and revise?

E •How will

Think of your obligations via W. H. E. R. E. T. O.

students evaluate their work?

T

Think of your obligations via W. H. E. will the R. E. T. O. •How

work be tailored to individual needs, interests, styles?

O

Think of your obligations via W. H. E.will the R. E. T. O. •How

work be organized for maximal engagement and

Think of your obligations via W • “Where H. we headed?” T. O. W. are E. R. E. (the student’s Q!)
H E R
• How will the student be ‘hooked’? • What opportunities will there be to be equipped, and to experience and explore key ideas? • What will provide opportunities to rethink, rehearse, refine and revise? • How will students evaluate their work? • How will the work be tailored to individual needs, interests, styles?

E T O

Understanding by Design

the ‘big ideas’ of UbD
www.mannrentoy.com

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