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Understanding Understanding by Designby Design
(UbD)
Please think alone…
What is it that really
determines the events of a school day?
A glance at the answers we found…A glance at the answers we found…What is it What is it that really that really determines determines the events the events of my day?of my day?
Understanding by Design suggests:
Begin by clearly identifying the State/District standards
that are to be met
Secondly plan the assessments
Finally plan the activities that will lead student learning
Are any of the
activities of my day the “enemy of
intelligence”?
Typical PlanTypical Plan
UbD ExampleUbD Example
Desired ResultsDesired Results
Essential Question
A Language Arts Example:The student will decode unfamiliar words using phonetic and structural analysis and will read
with fluency and expression.
1. Read unfamiliar, complex and multi-syllabic words using advanced phonetic and structural analysis.
2. Read aloud narrative and expository text with fluency, accuracy and appropriate pacing, intonation and expression.
I can read difficult words by sounding them out I can read difficult words by figuring out the meaning of the
base word and any prefixes or suffixes
Established
Goal
What do good readers do when they don’t know a word?
Understandings
A Math Example:Add and subtract one-digit whole numbers in
real-world and mathematical
problems.
1. Use one-digit addition and subtraction to solve real-world and mathematical
problems.2. Find the sum of three one-digit numbers.
I can use one-digit addition to solve a math problemI can use one-digit subtraction to solve a math problem
Established
Goal
Understandings
Essential QuestionHow do good problem solvers use numbers to answer this
question?
Assessment Assessment EvidenceEvidence
Assessment Assessment Rubric:Rubric:
I can name the
I can name the uppercase
uppercase letters of the
letters of the alphabet.
alphabet.
I can name the uppercase
letters of the alphabet
I named all of the uppercase
letters
I named some of the
uppercase letters
I named few of the uppercase
letters
Language Continuum…
Math Self-Assessment Record
I CAN…
Goals
1 Solve multiplication and division basic facts to 100
2 Identify factors and multiples of numbers
3 Describe and use the zero property of multiplication
4 Describe and use the one property of multiplication
5 Describe and use the commutative property of multiplication
1 : I don’t yet understand how to do this skill2 : I need more practice with this skill3 : I understand how to do this skill and am successful most of the time4 : I understand how to do this skill and am ready to be challenged
Assessment Grid:Assessment Grid:Stage Two: Determine Acceptable Evidence
Enduring understandings, Essential knowledge and skillsTypes of assessments
Essay
Forced Choice Items
Oral Response and reports
Performance tasks
Short Answer Items
StudentSelf Assessment
Teacher Observation
Teacher-student conferences
Learning PlanLearning Plan
Are any of the
activities of my
day the
“enemy of
intelligence”?
Learning Learning ActivitiesActivitiesEssential Question for us…
What learning experiences and instruction will enable students to achieve the desired results?
The GRASPSGRASPS model is helpful here.
GRASPSGRASPSGG = Goal “Your task is…”
RR = Role “ You are a…”
AA = Audience “Your audience is…”
SS = Situation “The challenge involves dealing with…”
PP = Product, Performance and Purpose “You will create a ___________ in order to _____________.”
SS= Standards and Criteria for Success “Your performance needs to…”
NOW…
What do we do?What do we do?
Criteria 4 3 2 1
Established Goals
Design will skillfully
address the relevant
goal.
Design will mostly
address the relevant
goal
Design will somewhat
address the relevant
goal
Design will weakly
address the relevant
goal
Understandings
“I can” statements will effectively lead students to an understanding
of the big ideas.
“I can” statements will
mostly lead students to an understanding
of the big ideas.
“I can” statements will somewhat lead students to an understanding
of the big ideas.
“I can” statements will
weakly lead students to an understanding
of the big ideas.
Essential Questions
Questions will thoughtfully
foster inquire, understanding and transfer of
learning.
Questions will mostly foster
inquire, understanding and transfer of
learning.
Questions will somewhat
foster inquire, understanding and transfer of
learning.
Questions will weakly foster
inquire, understanding and transfer of
learning.
FormativeAssessment
Formative assessment was
carefully planned
throughout the design to
strategically establish student
progress.
Formative assessment was mostly planned throughout the
design to strategically
establish student
progress.
Formative assessment was
somewhat planned
throughout the design to
strategically establish student
progress.
Formative assessment was weakly planned throughout the
design to strategically
establish student
progress.
Summative Assessment
Summative assessment was
carefully planned at the conclusion of the design to strategically
establish student
understanding of the
Established Goal.
Summative assessment was mostly planned
at the conclusion of the design to strategically
establish student
understanding of the
Established Goal.
Summative assessment was
somewhat planned at the conclusion of the design to strategically
establish student
understanding of the
Established Goal.
Summative assessment was weakly planned
at the conclusion of the design to strategically
establish student
understanding of the
Established Goal.
Activities
Learning Activities were
carefully planned
throughout the design to
enable students to achieve the
desired learning results.
Learning Activities were mostly planned throughout the
design to enable students to achieve the
desired learning results.
Learning Activities were
somewhat planned
throughout the design to
enable students to achieve the
desired learning results.
Learning Activities were weakly planned throughout the
design to enable students to achieve the
desired learning results.
Thank You!Thank You!