UbD: Stages of Backward Design

1. Identify desired results. 2. Determine acceptable evidence.

3. Plan learning experiences and instruction.

Results/Desired Outcomes


Defines what students should know, understand, and be able to do at the end of the program, course, or unit of study; generally expressed in terms of overall goals, and specifically defined in terms of content and performance standards

What learning standards are for



They express what students should know and be able to do to demonstrate their learning. They set clear performance expectations for students, helping them understand what they need to do to meet the expectations. They guide teachers in designing instruction and assessment around what is important to learn.

Learning standards may be classified into



Content standards, which specify the essential knowledge (includes the most important and enduring ideas, issues, principles and concepts from the disciplines), skills and habits of mind that should be taught and learned. They answer the question, What should students know and be able to do?

Performance standards, which express the degree or quality of proficiency that students are expected to demonstrate in relation to the content standards. They answer the question, How well must students do their work? or At what level of performance would the student be appropriately qualified or certified?

Essential Understandings


These are the big and enduring ideas at the heart of the discipline.

Distinguishing features of understanding:

An important inference, drawn from the experience of experts, stated as specific and useful generalization;  Transferable, big ideas having enduring value beyond a specific topic


Distinguishing features of understanding:



Involves abstract, counterintuitive, and easily misunderstood idea;  Best acquired by uncovering and doing the subject;  Summarizes important strategic principles in skills areas

Generalization is defined formally as concepts stated in a relationships

Universal generalizations have the same characteristics as a concept:  Broad and abstract  Universal in application  Generally timeless  Represented by different examples

Unit Understanding and Topical Understanding:

Unit understanding is more comprehensive


Topic

understanding is more specific;

Understanding vs Factual Knowledge:

Understanding makes a claim using facts;



Someones conclusion, based on evidence and logic



Understanding vs Factual Knowledge:

Facts

are the grist for understandings; they are data Understanding offers a theory based on data or interpretation Fact requires apprehension, understanding requires comprehension

Understanding vs Factual Knowledge:

Understanding

an inference drawn from facts

Sample

1: A triangle has 3 sides and 3 angles

(a fact)
Sample

2: A triangle with 3 equal sides has 3 equal angles ( an understanding)

Understanding vs Factual Knowledge:

Understanding

is not a straight forward given, but a conclusion inferred using givens.

TIPS on Framing Essential Understandings

Frame the desired understanding as a fullsentence generalization in response to the phrase, Students will understand that Beware of stating an understanding as a truism or vague generality. Avoid the phrase, Students will understand how to

Essential Questions


These are open-ended, provocative questions that spark thinking and further inquiry into the essential meanings and understandings.

Essential Questions
 

  

Have no simple right answer; they are meant to be argued. Are designed to provoke and sustain student inquiry, while focusing learning and final performances. Often address the conceptual or philosophical foundations of a discipline. Raise other important questions. Naturally and appropriately recur.

Tips for Using Essential Questions

Organize programs, courses, units of study, and lessons around the questions. Make the content answer the questions.

Select or design assessment tasks (up front) that are explicitly linked to the questions.

Use reasonable number of questions per unit (two to five). Make less be more.

Frame the questions in kid language as needed to make them more accessible.

Ensure that every student understands the questions and sees their value.

Derive and design specific concrete exploratory activities and inquiries for each question.

Sequence the questions so that they naturally lead from one to another.

Post the essential questions in the classroom and encourage students to organize notebooks around them to make clear their importance for study and note taking.

Help students to personalize the questions.

Allot sufficient time for unpacking the questions examining sub questions and probing implications mindful of student age, experience, and other instructional obligations.

Share your questions with other faculty to make planning and teaching for cross-subject matter coherence more likely.

Thank you!

Workshop Activity

WS 1: Walk through of EU & EQ

Topic Essential Understanding Essential Question

WS 2: Worksheet in Unpacking Standards

Content Standard: Performance Standard:

Knowledge
       

Skills

Worksheet in Drawing EUs and Asking EQs

Big idea an abstract and transferable concepts, theme or process at the heart of a subject or topic

______________________________________________________ ______________________________________________________

Big Idea

Topic or Content Standard _________________ _________________ _________________ ___

Essential Understanding Essential Question

Essential Understanding a full sentence generalization, specifying what we want students to come to understand about the Big Idea. __________________________________ _____________________________

Essential Question a provocative and arguable question designed to guide inquiry into the Big Idea. By actively exploring the Essential Questions, students develop and deepen their understanding. ______________________________________

_____________________________

_________________________________