Understanding by Design_ UbD by yaoyufang

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									                              August 27, 2008




Understanding by Design, UbD
- based on work by McTighe and Wiggins
                       WooHoo!
   Elementary School
       First coordinated look at curriculum mapping
        Pre-K to Grade 5
       Half a year of work on Mathematics
        instruction, including mapped math units Pre-
        K to Grade 5 on Atlas
       Half a year of work on Reading instruction,
        including mapped reading units Pre-K to
        Grade 5 on Atlas
       Elementary Team Leaders
            75% of whom attended the AERO curriculum
             mapping workshop
                     Yeah!

   Middle and High School
     First opportunity to review existing unit
      plans with the aid of Atlas
     Department specific goals met ranging
      from the completion of one whole unit on
      Atlas to the completion of all content and
      skills in all course maps
     Subject Area Leaders
         50% of whom attended an AERO curriculum
         workshop
                    Wow!

   School-wide
     A different perspective on the importance
      of curriculum mapping
     From form-filling, checklist-ticking
      curriculum work to individual and team
      ownership of curriculum mapping
     A recognition of the benefits of having a
      systematic approach to mapping the
      curriculum with Atlas
              What is UbD?

   A tool to help “identify the overarching
    ideas and essential questions that
    provide important throughlines in the
    curriculum”

   A three-stage approach to curriculum
    mapping by which units are planned
    with the “end in mind”
         The 3 Stage Plan

 Stage 1 – Desired Results
 Stage 2 – Evidence
 Stage 3 – The Learning Plan
    Stage 1 - Desired Results

 Established goals
 Enduring understandings
 Essential questions
 Content and skills
                    Stage 1
   To what extent does the design focus on the
    big ideas of targeted content?

Consider: Are…
      •The targeted understandings enduring,
      based on transferable, big ideas at the heart
      of the discipline and in need of uncoverage?
                    Stage 1
   To what extent does the design focus on the
    big ideas of targeted content?

Consider: Are…
      •The targeted understandings framed by
      questions that spark meaningful connections,
      provoke genuine inquiry and deep thought,
      and encourage transfer?
                    Stage 1
   To what extent does the design focus on the
    big ideas of targeted content?

Consider: Are…
      •The essential questions provocative,
      arguable, and likely to generate inquiry
      around the central ideas?
                     Stage 1
   To what extent does the design focus on the
    big ideas of targeted content?

Consider: Are…
       •Appropriate goals (e.g. content standards,
       benchmarks, curriculum objectives)
       identified?
                     Stage 1
   To what extent does the design focus on the
    big ideas of targeted content?

Consider: Are…
       •Valid and unit-relevant knowledge and skills
       identified?
    Stage 2 – Evidence (assessment)

 Performance tasks and rubrics
 Other evidence
 Self-assessment
                     Stage 2
   To what extent do the assessments provide fair,
    valid, reliable and sufficient measures of the
    desired results?

Consider: Are…
      •Students asked to exhibit their
      understanding through authentic
      performance tasks?
                     Stage 2
   To what extent do the assessments provide fair,
    valid, reliable and sufficient measures of the
    desired results?

Consider: Are…
      •Appropriate criterion-based scoring tools
      used to evaluate student products and
      performances?
                     Stage 2
   To what extent do the assessments provide fair,
    valid, reliable and sufficient measures of the
    desired results?

Consider: Are…
      •A variety of appropriate assessment formats
      used to provide additional evidence of
      learning?
                     Stage 2
   To what extent do the assessments provide fair,
    valid, reliable and sufficient measures of the
    desired results?

Consider: Are…
      •The assessments used as feedback for
      students and teachers, as well as for
      evaluation?
                     Stage 2
   To what extent do the assessments provide fair,
    valid, reliable and sufficient measures of the
    desired results?

Consider: Are…
      •Students encouraged to self-assess?
Stage 3 – The Learning Plan
        W
        H
        E
        R
        E
        T
        O
                    Stage 3
   To what extent is the learning plan effective
    and engaging?

Consider: Will the students…
       •Know where they’re going (the learning
W      goals), why the material is important (reason
       for learning the content), and what is
       required of them (unit goal, performance
       requirements and evaluative criteria)?
                     Stage 3
   To what extent is the learning plan effective
    and engaging?

Consider: Will the students…
       •Be hooked – engaged in digging into the big
H      ideas (e.g. through inquiry, research, problem
       solving, and experimentation)?
                    Stage 3
   To what extent is the learning plan effective
    and engaging?

Consider: Will the students…
       •Have adequate opportunities to explore and
E      experience big ideas and receive instruction
       to equip them for the required
       performances?
                    Stage 3
   To what extent is the learning plan effective
    and engaging?

Consider: Will the students…
       •Have sufficient opportunities to rethink,
R      rehearse, revise and refine their work based
       upon timely feedback?
                    Stage 3
   To what extent is the learning plan effective
    and engaging?

Consider: Will the students…
       •Have an opportunity to evaluate their work,
E      reflect on their learning and set goals?
                     Stage 3
   To what extent is the learning plan effective
    and engaging?

Consider: Is the learning plan…
       •Tailored and flexible to address the interests
T      and learning styles of all students?
                    Stage 3
   To what extent is the learning plan effective
    and engaging?

Consider: Is the learning plan…
       •Organized and sequenced to maximize
O      engagement and effectiveness?
        At the end of Stage 3…

   Overall Design Review
     Peer review
     Self reflection
     Team analysis
     Indicators of success
          Overall Design

To what extent is the entire unit
 coherent, with the elements of all three
 stages aligned?
             Timeframe

 Completion of Stage 1 – by the end of
  08-09
 Work and progress on Stage 2 – start
  in 08-09, continue in 09-10
 Work and progress on Stage 3 – start
  in 08-09 (?), continue through 10-11
 Overall design review – start in 09-10
  (?), continue until !
       Immediate Benefits

 Already more alignment from Pre-K to
  grade 12
 More structured curricular guidelines in
  place for new teachers
 More conversations between subject
  areas about interdisciplinary work
 Deliberate reflection of practice
  resulting in more thoughtful decisions
  about instruction
       Long(er)-term Benefits
   Curriculum aligned to content-standards,
    which translates into a guaranteed
    curriculum for our students, Pre-K to 12
   Ability to analyze the types of
    assessments given across grades and
    make decisions based on that data
   Ability to look for overlapping content and
    skills to more deliberately make
    connections between content areas or to
    cut content
             Next Steps

 Staff development provided by in-
  house trainers and external consultants
 In sections and in teams, work on our
  curriculum mapping process in stages
 Set toll-gates and checkpoints based on
  team and sectional goals
               Q/A

Are there any clarifying
 questions?

								
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