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					 Understanding by Design
What is it, and how does it affect lesson planning?




              Presented by PLC Group Members
   Laura Goodrow, Sean Greig, Yasemin Kinak, Neveen Youssef
                            5/5/08
UBD ~ What’s It All About?
   UBD utilizes a “backwards design”
    approach that begins with curriculum and
    culminates with lesson planning.
   Only by having specified the desired results
    can we focus on the content, methods, and
    activities most like to achieve those results.
What’s It All About? cont’d
   By identifying the “big ideas”, “enduring
    understandings”, and “essential questions”
    of a topic in a content area, we develop an
    intentionality within our lesson planning.
   “If you don’t know exactly where you are
    going, then how do you know which road to
    take?”
Essential Questions Are …
   structured to
    engage the
    learners.
   open-ended.
   realistic for the
    time frame and
    level of instruction.
Why Use Essential Questions?
   They serve as an important means of
    engaging students and helping them see the
    “why” and “so what” of instruction.
   They are open-ended and resist a simple or
    single right answer.
   They are deliberately thought-provoking,
    and are usually higher-order type
    questions.
Why Use Essential Questions? cont’d
   They indicate instructional priorities for
    the units, and thus, they help organize the
    unit.
   They not only organize the unit, but they
    require students to draw upon content
    knowledge and personal experience.
Why Use Essential Questions? cont’d
   They center on major issues, problems,
    concerns, interests, or themes.
   They can be revisited throughout a unit or
    beyond to engage students in evolving
    dialogue and critical thinking.
   They are not just a re-write of a teaching
    objective.
What are the components of a UBD
lesson plan?
   Stage 1 ~ Desired Results
       Content Standards: NJCCCS
       Understanding(s)/Goal(s): Not an objective; these are
        the big ideas or concepts you want students to come away
        with.
       Essential Questions: Framed to provoke and sustain
        student interest.
       Student Objectives (outcomes): Observable and
        measurable; tied to Assessment in Stage 2 and Learning
        Activities in Stage 3.
UBD Lesson Plan Components cont’d
   Stage 2 ~ Assessment Evidence
       Performance Task(s): Authentic performance-based
        tasks that have students apply what they have learned and
        demonstrate their learning. Can include rubrics for
        student self-assessment.
       Other Evidence: Includes pre-assessment, as well as
        formative and summative assessment evidence. Can be
        individual or group-based. Can include informal methods
        (thumbs up/thumbs down) and formal assessments
        (quizzes, written reflections, etc.)
UBD Lesson Plan Components cont’d
   Stage 3 ~ Learning Plan
       Learning Activities: This is the core of your lesson plan
        and should include all of the following components.
         List of instructional materials and resources

         Timeline next to each step indicating approximate
           length of time you expect each step to take
         Introductory activities “hook” student interest, set the
           stage, relate to previous and future learning (review
           and preview), tell students what they will learn and
           what they will be expected to do as a result of the
           lesson.
UBD Lesson Plan Components cont’d
      Developmental activities with instructional strategies
       (outline what you will do, how you will organize and
       prepare students for tasks, and what students will do).
      Closing activities (what you and your students will do
       to summarize the lesson, reinforce what was covered,
       and tie everything together so they see the connection
       between what they have already learned and what is
       coming next.
UBD Lesson Plan Components cont’d
   Stage 4 ~ Reflection
     Reflect on what went well and what might need
       to be changed.
     How could the lesson be improved?
     Include any additional comments that might be
       useful for future lessons.
                      Teacher:                          Course:                                              Date:
Understanding         Topic:
                                                               Stage 1 ~ Desired Results
  by Design           Content Standard(s):
                      Understanding (s)/Goals                                    Essential Question(s):
                      Students will understand that:                             [What leading questions can you ask of students
                                                                                 




                      [This is a goal, not an objective. List the big ideas or
                                                                                to get them to understand the Big Ideas?]

Lesson Plan           concepts that you want them to come away with, not
                      facts that they must know]
                                                                                 [EQs address the heart of the discipline, are
                                                                                 




                                                                                 framed to provoke and sustain students interest;
                                                                                 unit questions usually have no one obvious
                                                                                 “right” answer.]
 Template             Student Objectives (outcomes):
                      Students will be able to:
                      [These are observable, measurable outcomes that students should be able to demonstrate and that you
                      




                      can assess. Your assessment evidence in Stage 2 should show how you will assess these.]
                      [Your learning activities in Stage 3 should be designed and directly linked to having students be able to
  Adapted in
                      




                      achieve the understandings, answer the essential questions, and demonstrate the desired outcomes.]

  part from                                                 Stage 2 ~ Assessment Evidence
                      Performance Task(s):                                       Other Evidence:
Understanding         [Authentic, performance based tasks that have
                                                                                [Includes pre-assessment, formative assessment,
                                                                                 




                      students apply what they have learned and                  and summative assessment evidence.]
 by Design by         demonstrate their understanding.]                          [Can be individual or group based.]
                                                                                 




                      [Designed at least at the application level or higher      [Can include informal methods (such as thumbs
Grant Wiggins         




                      on Bloom’s Taxonomy.]
                                                                                 




                                                                                 up, thumbs down) and formal assessments (such
   and Jay            [Rubrics can be used to guide students in self-
                      




                      assessment of their performance.]
                                                                                 as quiz, answers to questions on a worksheet,
                                                                                 written reflection, essay).]
   McTighe                                                      Stage 3 ~ Learning Plan
                      Learning Activities:
                      [This is the core of your lesson plan and includes a list (using bullets or numbers) describing briefly …
                      what the students will do during the class to prepare them for the outcomes you expect of them;
Link to template on   what the teacher will do to guide the learning.]
                      




 Laura Goodrow’s                                                  Stage 4 ~ Reflection
      website         [Reflect on what went well and what might need to be changed. How could the lesson be improved?
                      Include any additional comments that might be useful for future lessons.]
Resources on UBD Lesson Plans
   http://www.d.umn.edu/~hrallis/courses/3204sp05/assignments/UBD_Template_blank.
    doc
   http://www.nj.gov/education/aps/cccs/
   http://www.state.nj.us/education/cccs/
   http://www.lengel.net/hebron/5ssunit1.html
   http://www.d.umn.edu/~hrallis/courses/3204sp05/assignments/eg_assignments/traynor
    _ubd_lp.htm
   http://www.d.umn.edu/~hrallis/courses/3204sp05/assignments/eg_assignments/lucches
    si_lp1.pdf
   http://www.ehhs.cmich.edu/~dnewby/understandingbydesign2.doc
   http://wiki.bssd.org/index.php/Template:UBD_Lesson_Plan
   http://www.cloquet.k12.mn.us/Page1163.aspx
   http://www.hawaii.edu/coe/departments/ite/documents/Lesson_format_Fall_07.pdf
Resources on Bloom’s Taxonomy
   http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
   http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
   http://digitalliteracy.mwg.org/curriculum/template.html
       Thank You!

Laura, Sean, Yasemin, & Neveen

				
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