What has been the most rewarding feedback you have received from your students?

What are your success indicators that what you taught in the classroom was useful to your students’ lives outside of the school?

Have you ever been confronted with comments from your students/colleagues or supervisors that your teaching is : * too activity-focused ?
* coverage-focused ?

Where is the flaw here?

Responses to these three questions have to do with the way you prepare your INSTRUCTIONAL DESIGN.

2011 . July 14.SEMINAR-WORKSHOP on UNDERSTANDING BY DESIGN (UBD) Mega Mall.

which way I ought to go from here?” asked Alice. “ That depends a great deal on where you want to go. “Then it doesn’t matter which way you go.“Would you tell me.” said Alice.” said the cat. .” said the cat. please. “I don’t care much where.

It means to know where you are going so that you better understand where you are now so that the steps you take are always in the right direction.“To begin with the end in mind means to start with a clear understanding of your destination.” (Covey Stephen. “The Seven Habits of Highly Effective People”) .

write down in sequence the steps you follow each time you prepare your lesson plan.Entry Activity In a piece of paper. .

The Conventional Way Objectives Instructional Method Materials Strategies Assessment .

The UBD Way 1) Goals/Desired Outcomes 3) Instructional Plan 2) Assessment .

What is backward design? a process that focuses on assessment first and instructional activities last .

Decide how students will provide evidence of their learning Design instructional activities to help learners learn what is needed to be successful.What happens in backward planning? • Teachers set the essential understanding of the unit. • • .

Why Backward??? • • • We think first of what we want to achieve. . We think last of what we want to do. We think of results. We think also of the evidence that learning has taken place.

Stage 1: Identify Desired Results Key Design Questions •What are worthy & appropriate results? •What are the key desired learnings? •Why should students come away understanding. knowing and able to do? •What big ideas can frame all these big objectives? .

What pieces of knowledge do we draw out from the selection to be taught? • • Enduring value BIG IDEAS .

BIG IDEAS ENDURING UNDERSTANDING .

Read the selection to be taught. Draw out pieces of knowledge and write these in statement forms.How to extract the BIG IDEAS 1. . 2.

issue or problem underlies _____? o What is a real world insight about ____? o What is the value of studying ___? . so what? o What makes the study of ___ universal? o What larger concept.  Use some questions o Why study____.Tips for Big Ideas  Look for standards.

Workshop 1  Writing Enduring Understanding Statements Writing Knowledge Statements  .

(Write these in Manila paper)  .Workshop Activity  Read together The Parable of the Sower and the Seed (Luke 8: 1-15) Represent the pieces of knowledge you can get from the parable and the big ideas with enduring value beyond the classroom.

 There is an appropriate type of soil needed for the seed to bear fruit.Filter 1 Big Ideas (of enduring value) We are all called to be sowers and proclaim the Good News of Jesus through word and action.  .  We need to develop the qualities that a sower of seeds needs to be effective ministers to people described (soil conditions) in the parable.

3. The two images Jesus used in the parable are the seed and the soil. hard soil c.Knowledge Statements : 1. 4. Jesus often presented truth in parables. The seed illustrates the Word of God and the soil. 2. with many rocks d. with many thorns b. The four kinds of soil in the parable are: a. the heart of man. Good soil .

(Turn the big ideas/outcome statements into question form) .II. What do we do with the knowledge statements and the BIG IDEAS we have drawn from the selection? Frame these into Essential Questions.

Four Connotations of Essential Questions :
1.

Important questions that recur throughout our lives (broad in scope/timeless in nature/perpetually arguable) ideas and inquiries within a discipline (historically important and alive in the field)

2. Core

Four Connotations of Essential Questions
1. Important questions
2.

Core ideas and inquiries

3.

4.

What is needed for learning core content (if it helps students effectively inquire and make sense of important but complicated ideas. Questions that will most engage a specific and diverse set of learners. (if they look and hold attention of students)

Essential Questions
What provocative questions will foster inquiry, understanding and transfer of learning. For example : We are called to be sowers and proclaim the Good News of Jesus through word and action. What essential questions can you formulate around this statement?

. not black and white.Take NOTE! The distinctions between essential and knowledge questions are not categorically pure.

.Take NOTE!  The point is to focus on its larger purposes • to frame the learning • engage the learner • link it to more specific or more general questions guide the exploration & uncovering of important ideas.

Workshop 2: Framing the Essential Questions Activity: Convert your Enduring Understanding Statements into ESSENTIAL QUESTIONS (Write these in Manila Paper) .

Why Backward??? ? 1.We think first of what we want to achieve. We think of results.We think also of the evidence that learning has taken place.We think last of what we want to do. . 3. 2.

Stage 2: Determine acceptable evidence Think like an ASSESSOR. not like a TEACHER. .

we ask 1.When thinking like an assessor. what performance tasks must anchor the unit and focus the instructional work? 2. What would be sufficient and revealing evidence of understanding? Given the goals. .

When thinking like an assessor. we ask 3. . What are the different types of evidence required by Stage 1 results? Against what criteria will we appropriately consider work and assess? (This is where rubrics and exemplars come into play) 4.

knowing and able to do? • What big ideas can frame all these big objectives? .Stage 1: Identify Desired Results Key Design Questions • What are worthy & appropriate results? • What are the key desired learnings? • Why should students come away understanding.

Basic Requirements of Assessing Understanding Know learner’s thought processes along with their answers and solutions. • Explanation of why they did what they did. . • Reflection on the result. • Support for the response.

.Six Facets of Understanding signal the types of performances we need as valid measures of understanding.

.Facet 1: Can explain • Provide insightful & credible reasons • Make fine distinctions/qualify one’s opinion • Reveal grasp of subject • Justify views with sound argument and evidence.

Can read between the lines .Facet 2: Can interpret • • Provide meaningful and illuminating accounts of complex situations and people.

Facet 3: Can apply • Uses knowledge in context • Has know-how • Is able to :   employ her knowledge extend or apply what she knows  self-adjust as she performs .

partisan… .Facet 4: Sees in perspective • critique and justify a position • place facts and theories in context • infer assumptions upon which an idea is based • know the limits as well as the power of ideas • see through argument or language that is biased.

feel and appreciate another’s situation See when incomplete or flawed views are plausible see how an idea can be misunderstood watch and listen sensitively and perceive what others often do not .Facet 5: demonstrates empathy • • • • project oneself into.

Facet 6: Reveals self-knowledge • • • • • recognize one’s prejudices and style engage in effective metacognition question one’s convictions self-assess and self-regulate accept feedback & criticism without defensiveness • regularly reflect on the meaning of one’s learning and experiences .

Performance Tasks  tasks real or simulated setting  addresses an identified audience  based on a specific purpose related to the audience  task.Types of evidence a. criteria & standards are known in advance  greater opportunity for students to personalize the task .

requiring development of a strategy  Explanation or defense c.Types of evidence b. Academic Prompts  open-ended questions requiring critical thinking  No single best answer  Ill-structured. Quiz and test items .

RUBRICS • a simplified way to grade a complicated task/assignment and to remain objective •describes the qualities of the output/products •represented by a matrix .

Rubrics Kinds of rubrics : 1. . Analytic : awarding of separate scores for different traits or dimensions of a student’s work. Holistic scoring : overall impression 2.

1.I.Criteria E Levels of Performance VG G S P N. Accuracy 2 Critical Thinking .

The Sower and the Seed? Make a presentation that will show any of the types of evidence of understanding. .Workshop 3: Evidence of Understanding Workshop Activity: How would you check students’ understanding of the parable.

 . There is no understanding or there is lack of understanding when a learner cannot go beyond rote and routine thought and actions.Conclusion  Understanding is present if students can think and act flexibly around what they know.

Understanding is: making sense of pieces of connecting with knowledge other domains .

We think also of the evidence that learning has taken place. .Why Backward??? ? 1.We think first of what we want to achieve. We think of results.We think last of what we want to do. 2. 3.

Stage 3 : Learning Plan What does a learning plan for understanding look like ? The best designs : ENGAGING and EFFECTIVE .

Engaging Thought-provoking  Fascinating  Energizing  GOAL: to affect them in many levels • interesting and relevant work • intellectually compelling and meaningful • enjoyable work .

intellectual power and self-reflection .Effective  Learners become more competent and productive Performance is of high standards   Greater skills.

Guide Questions to Check for Traces of UbD in Classroom Activities Is it applicable to other situations? • Is it open to ongoing assessment and adjustment and evaluation? • Does what is learned serve as a pathway to enduring understanding? • .

UbD is about …  Good design of • curriculum assessment • • instruction  Focused on developing and deepening understanding of important ideas .

tasks  Time set aside for focused reflection . questions.Characteristics of the Best Designs  Clear performance goals  Hands-on approach  Focus on interesting & important ideas. problems  Real-world application  Variety in methods. issues. grouping.

Big Ideas About UBD 1. a framework for researchbased best practices to promote high levels of achievement and understanding by students . . .UBD is .

Identifies core ideas and questions that form the infrastructure of the content or discipline taught. .Big Ideas About UBD 2.

. Defines what is non-negotiable for all and ensures time for indepth inquiry.Big Ideas About UBD 3. questioning and conceptual exploration.

Expands assessment repertoires to include   performance-based assessments students’ reflections therefore.Big Ideas About UBD 4. “snapshot” approach . “photo album” vs.

Big Ideas About UBD 5. . Integrates assessment and instruction that leads to genuine differentiation for different strengths and needs of students.

UBD Key Design Principles Students learn actively. not passively:  construct meaning through experience-based learning activities  there has to be application and transfer of learning to new situations  knowledge does not guarantee understanding 1. .

UBD Key Design Principles 2. innate predisposition to find patterns in the learning environment . Learning depends on three dominant brain functions : a. ongoing connection between emotion and cognition c. innate search for meaning/purpose b.

Teaching for deep understanding emphasizes both declarative knowledge (facts. Genuine understanding is demonstrated through the FACETS OF LEARNING .UBD Key Design Principles 3. concepts. procedures and processes). rules. principles and laws) and procedural knowledge (skills. generalizations.

Students develop conceptual understanding when they can cue into the enduring understandings and essential questions. 5. be able to do and understand. 6.UBD Key Design Principles 4. UBD distinguishes between and among what is just worth being familiar with versus what all students should know. The best instructional designs are backward. .

Objectives should clearly specify in measurable terms what all students should know and be able to do to achieve desired understanding and to respond to essential questions. UBD demands that students acquire understanding and knowledge in real world situations and scenarios. 8. . Assessments should be photo album approach. not snapshot approach. 9.UBD Key Design Principles 7.

2. 4. 3. .Filters for Selecting Understandings 1. Reside at the heart of the discipline (involve “doing” the subject). Require un-coverage (of abstract or often misunderstood ideas) Offer potential for engaging students. Represent a big idea having enduring value beyond the classroom.

Filters for Selecting Understandings  Filter 2: Reside at the heart of the discipline. Designing Activities that evoke possible answers to the Essential Questions.  . Involve “doing” the subject.

Filters for Selecting Understandings  Filter 3: Require uncoverage (of abstract or often misunderstood ideas) .

Filters for Selecting Understandings  Filter 4 : Offer potential for engaging students. Activity :Relating Personally to the Parable  Write/Relate about a personal incident that matches the parable. .

Stage 1 – Desired Results Established Goals: Enduring Understandings: Students will understand that… Students will know … K Students will be able to… S Essential Questions: Stage 2.Assessment Evidence Performance Tasks: Other Evidence: Stage 3 – Learning Plan Learning Activities: .

Use the UBD template. .Final workshop Prepare a UBD design of a lesson on a parable of your choice.

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