McWilliams, 2009 Six Facets of Understanding Clarifying meaning and defining expectations Chuck McWilliams, MRH School District Friday, June 5 th 2009

McWilliams, 2009

Six Facets of

Understandin

gClarifying meaning and

defining expectations

Chuck McWilliams, MRH School District

Friday, June 5th 2009

"There is nothing so terribleas activity without insight."

-Johann Wolfgang von GoetheGerman Playwright, Poet, Novelist and Dramatist. 1749-1832

McWilliams, 2009

Our Shared Thinking as UbD Designers

• The teacher’s job is to “uncover” the big ideas contained in content standards and to ensure they are understood, not to provide merely fun activities or cover a textbook or cover a textbook’s content.

• The job of the teacher requires “thinking like an assessor” - doing research into one’s practice, and adjusting practice and designs in light of sought-after results/feedback.

Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.

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A Few Great Thinkers!

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Benjamin Bloom

Bloom’sTaxonom

y

Norman Webb

Depth ofKnowledg

e

Grant Wiggins

Jay McTighe

Facets ofUnderstandi

ng

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Introducing…

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Benjamin Bloom

Bloom’sTaxonom

yLowLow

HighHigh

A Newer Look?

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Lorin Andersonand

David Krathwohl

RevisedBloom’sTaxonom

yKnowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

Knowledge or Remembering

• Observing and recalling information

• Knowledge of dates, events, places

• Knowledge of major ideas

• Mastery of subject matter

• Content knowledge!

Key Words:List, Define, Tell, Describe, Identify, Show, Label, Collect, Examine, Tabulate, Quote, Name, Who, When, Where

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Comprehension or Understanding

• Understanding information

• Grasping meaning • Translating knowledge

into new context • Interpreting facts,

comparing, contrasting • Ordering, grouping,

inferring causes • Predicting

consequences

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Key Words: Summarize, Describe, Interpret, Contrast, Predict, Associate, Distinguish, Estimate, Differentiate, Discuss, Extend

Application or Applying

• Using information • Using methods,

concepts, theories in new situations

• Solving problems using required skills or knowledge

• Carrying out a procedure that implements previously learned knowledge

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Key Words: Apply, Demonstrate, Calculate, Complete, Illustrate, Show, Solve, Examine, Modify, Relate, Change, Classify, Experiment, Discover

Analysis or Analyzing

• Seeing patterns

• Organizing parts

• Recognizing hidden

meanings

• Identifying

components

• “Connecting the

dots”

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Key Words:

Analyze, Separate, Order, Explain,

Connect, Classify, Arrange, Divide,

Compare, Select, Explain, Infer

Synthesis or Creating

• Using old ideas to create new ones

• Generalizing from given facts

• Relating knowledge from several areas

• Preparing a solution

• Drawing conclusions

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Key Words:Combine, Integrate, Modify, Rearrange, Substitute, Plan, Create, Design, Invent, What if?, Compose, Formulate, Prepare, Generalize

Evaluation or Evaluating

• Comparing and discriminating between ideas

• Assessing value of theories and ideas

• Making choices based on reasoned argument

• Verifying the value of evidence

• Recognizing subjectivity

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Key Words:Assess, Decide, Rank, Grade, Test, Measure, Recommend, Convince, Select, Judge, Discriminate, Support, Conclude, Compare, Summarize

Using Bloom’s Taxonomy in Unit Planning

• How can Bloom’s ideas

be applied in unit

planning?

• What might be some

other ways to use

Bloom’s taxonomy?

• Share examples of ways

you’ve used Bloom’s.

McWilliams, 2009

Introducing…

Norman Webb

Depth ofKnowledg

e

Level 1 - Recall

Level 2 - Skill/Concept

Level 3 - Strategic Thinking

Level 4 - Extended Thinking

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Key Words:Recite, Recognize, Name, Use, Illustrate, Measure, Define, Draw, List, Identify, Memorize Recall, Repeat, State, Tell

Level 1 - Recall

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• Automatic recognition

• Remembering lists/numbers

• Recognition of concept/formula

• Simple processes/procedures

• Application in situations or tasks

• Basic facts

DOK Level 1 Examples

• List animals that survive by eating other animals.

• Identify elements of music using musical terminology.

• Recall facts explicitly found in text.• Describe physical features of places.• Determine the perimeter or area of rectangles

given a drawing or labels.• Identify basic rules for participating in simple

games and activities.

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Level 2 - Skills/Concepts

• Understanding of concepts

• Recognition of skills

• Application of skills in new problems

• Gather, organize, and remember data

• Interpret simple graphics

• Drawing proper conclusions Key Words:Compare, Classify, Infer, Categorize, Construct, Predict, Interpret, Relate, Estimate, Distinguish, Summarize, Show


• Compare desert and tropical environments.

• Identify and summarize the major events, problems, solutions, conflicts in text.

• Explain the cause-effect of historical events.• Predict a logical outcome based on

information in a reading selection.• Explain how good work habits are important

at home, school, and on the job. • Describe various styles of music.

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Level 3 - Strategic Thinking

• Examine all aspects of a problem• Reflect on circumstances• Synthesize concepts for use

in problem solving• Generate new ideas/solutions• Evaluate effectiveness• Provide rationale

in decision-making• Justifies procedures

Key Words:Revise, Assess, Construct, Investigate, Differentiate, Formulate, Draw Conclusions, Develop a Logical Argument, Cite Evidence, Hypothesize


• Compare consumer actions and analyze how these actions impact the environment.

• Analyze or evaluate the effectiveness of literary elements (e.g. characterization, setting, point of view, conflict and resolution, plot structures).

• Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer.

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Level 4 - Extended Thinking

• Thinking “outside the box”

• Expanding on ideas

• Asking “What if…”

• Producing a complex product

• Interpreting different points of view without demonstrating personal bias

Key Words:Create, Prove, Analyze, Critique, Apply Concepts, Synthesize, Connect, Design, Simulate


• Develop a scientific model for a

complex idea.

• Propose and evaluate solutions

for an economic problem.

• Explain, generalize or connect

ideas, using supporting evidence

from a text or source.

• Create a video that represents

the characteristics of a culture.

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Using the DOK in Unit Planning

• How can DOK be applied

in unit planning?

• What might be some

other ways to use the

DOK model?

• Share examples of ways

you’ve used DOK.

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Hey! What’s the Big Idea?

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Grant Wiggins

Jay McTighe

Facets ofUnderstandi

ng

Declarative Knowledge

Knowing WHAT

Procedural Knowledge

Knowing HOW

What is knowledge?

Structural Knowledge

Knowing WHY

-Jonassen, Computers as Mindtools for Schools, 2000

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Structure of Knowledge

Facts and Skills

Key Concepts and Core Processes

Principles

andGeneralizations


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worth being

familiar with

important to

know and do

Establishing Curricular Priorities

“big ideas”

worth

understandingenduring

understandings

“nice to know”

foundational concepts &

skills


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How It All Fits Together

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The Six Facets of UnderstandingIn

terp

reta

tion

Em

pathy

Self-Knowledge

Explanation

Per

spec

tive

Application

_______


Superficial Coverage

vs.

Uncovering Big Ideas

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Reviewing the SIX FACETS of Understanding

What’s the name of this facet?

IIt’s described as…• Telling meaningful stories• Offering apt translations• Revealing historical or personal

dimension to ideas and events• Making the object of

understanding personal

Why it’s Interpretation, of course!Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.

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EIt’s described as…

• Making generalizations

• Justifying facts and data

• Providing insightful connections,illuminating examples, and

detailed illustrations

Why it’s Explanation, of course!


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It’s described as…

• Effectively using knowledge

• Adapting knowledge and skills in diverse and real contexts

• “Doing” the subject

Why it’s , of course!


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PIt’s described as…

• Seeing and hear points of view through critical eyes and ears

• Seeing the “big picture”

Why it’s Perspective, of course!


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SKIt’s described as…

• Showing metacognitive awareness

• Being aware of what we don’t understand

• Perceiving what shapes our own understanding

Why it’s Self-Knowledge, of course!


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EIt’s described as…

• Finding value in what others might find odd, alien, or implausible

• Perceiving sensitivity on the basis of prior direct experience

Why it’s Empathy, of course!


McWilliams, 2009

The Six Facets of UnderstandingIn

terp

reta

tion

Em

pathy

Self-Knowledge

Explanation

Per

spec

tive

Application

_______


Superficial Coverage

vs.

Uncovering Big Ideas

McWilliams, 2009

Using the Six Facets in Unit Planning

• How can the Theory of Understanding be applied in unit planning?

• What might be some ways to use the Six Facets?

• Share examples of ways you’ve used the Six Facets

McWilliams, 2009

Using UbD in a Sophomore Biology Class

Chuck McWilliams, Biology Teacher

Maplewood-Richmond Heights HS Maplewood, MO

McWilliams, 2009

Planning For a “New” Course

• Develop Course Enduring UnderstandingsEx.) Life functions as a complex system that exists at many

different levels

• Develop Essential QuestionsEx.) How can scientists lead us to understanding how life

functions as a system?

• Develop course assessments - semester exams

• Develop individual units and assessments

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• How does a(n) ________ come to know the world and humans’ place in it?

• Each of the eight instructional units focuses on the Perspective of a scientist

• During the year, each student will become a:

– Biologist– Ecologist– Biochemist– Cell Biologist

– Molecular Biologist– Geneticist– Naturalist– Taxonomist

A “New” Biology Course

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Biology: Exploring Multiple Scientific Perspectives

Learning from Different Perspectives

StudentStudentBiologistBiologist

EcologistEcologist

Cell BiologistCell Biologist

BiochemistBiochemist GeneticistGeneticist

NaturalistNaturalist

TaxonomistTaxonomist

Molecular BiologistMolecular Biologist

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Sample Unit: Unit 6 - Geneticist

1. Patterns of inheritance can be predicted in living things.

2. Genetic and environmental factors determine the physical characteristics of living things.

3. As genetic research continues, society will face ethical challenges. Participating in the ethical decision making process will require carefully analyzing scientific research and understanding different points of view.

Enduring Understandings: EU

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Essential Questions

• If offspring inherit their parents genes, then why don’t they look exactly like their parents?

• What effect does the environment have on gene expression?

• How will scientists use the information from generated the Human Genome Project?

What will Guide My Students?

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Performance Assessment

• PersonaGen® Array 119™ Genetic Test• Students receive a simulated genetic test (multiple tests all at

once)

• They must interpret their profile

• Research and learn about their assigned “mutations”

• Write a 6 paragraph essay detailing their profile and the effect it

would have on their personal and career life

• Also included in the essay is a discussion/analysis concerning

genetic testing in general

• In class discussion and rubrics included

How will I know my students understand?

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W

H

E

R

E

T

OHow will we organize and sequence the learning?O

How will we tailor the learning plan?T

How will students self-evaluate and reflect on their learning?E

How will we help students rethink and revise?R

How will we equip students for expected performances?E

How will we hook and hold student interest?H

Where are we going? Why? What is expected?W

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Some Lessons Learned About Stage 3

• Protecting your favorite activities?

• Including FUN activities?

• Be aware of TIME and pacing

• Scaffold toward the Performance

Task and other assessments

• Unit Planning vs. Lesson Planning

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Reviewing the Ideas

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In your groups:

• Compare/contrast the three models: Bloom’s - DOK - Six Facets

• Group sharing and discussion

The Thinking Game!

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The Key to Success!

“We cannot teach people anything; we can only help them discover it within themselves.”

-Galileo Galilei 16th century Italian scientist

McWilliams, 2009

Have a Great Journey Next Year!

McWilliams, 2009

Documents

McWilliams, 2009 Six Facets of Understanding Clarifying meaning and defining expectations Chuck McWilliams, MRH School District Friday, June 5 th 2009