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10/12/2016
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Understanding by DesignThomas Rye and Erik Powell, MAC
De La Salle North Catholic High School, Portland, OR
Introductions
Resources at: thomasrye.weebly.com
OutcomesDe La Salle North Catholic High School staff will standardize their curriculum using the Understanding by Design framework.
De La Salle North Catholic High School staff will teach
for understanding on a daily basis.
De La Salle North Catholic High School staff will align their Corporate Work Study Program with their newly
developed standards.
REVIEW
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Essential Questions:What does a UbD classroom look like?
How will UbD change my planning and
teaching?
To what extent is student understanding
impacted by UbD?
REVIEW
Get a Laptop!• Thomasrye.weebly.com
• Download the “annotated template”
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
Three stages of backward design
REVIEW
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Essential Questions and Enduring Understandings
Big Idea Enduring Understandings
Essential Questions
Cultural voice / heritage
A group’s
identity is defined by a
shared system of beliefs and practices.
•How does family
influence who we are? Who we
become?•What makes a group powerful?
•What do we learn about a
group/culture by the stories they tell?
REVIEW
Design Standards for
Essential Questions
Address Big Ideas
Provoke genuine inquiry
Encourage transfer
REVIEW
Overarching & Topical
Overarching Essential Questionso What does effective writing look like?
Topical Essential Questionso Why don’t all novels end with a clear resolution?o To what extent can facts helps a persuasive essay?
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Design Standards for
Enduring Understandings
Address Big ideas at the heart of the discipline
Require “uncoverage” Have Lasting value beyond the
classroomAre Measurable
Remember the stem: “Students will understand that . . .”
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Knowledge and Skills
. . .assist students in gaining understanding
AND
in illustrating their understanding
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Factual knowledge
vocabulary/ terminology
definitions
key factual information
critical details
important events and people
sequence/timeline
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Skills
analyzing, decoding, drawing
listening, speaking, writing
research/inquiry/ skills
comparing, problem solving, decision
making
note taking, interpersonal, group skills
REVIEW
Recap of Day 1• What is Understanding?
• Big Ideas
• Essential Questions
• Enduring understandings
REVIEW
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
Three stages of backward design
REVIEW
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Stage 2: Assessment Plan
Stage 2 - Assessment Evidence
Transfer Task(s): Other Evidence:
Performance task
Products / Performances
Academic Prompts
All other forms of assessmentQuizzes, tests, prompts,
work samplesObservations
Student self-assessment
REVIEW
Worth beingfamiliar with
Important toknow & do
Big ideas &Enduring Understandings
“Big ideas”
worth
exploring and
understanding
in depth
Foundational knowledge & skill
Nice to know
Traditional quizzes & tests
Paper/pencil
Selected-response
Constructed response
Performance tasks & projects
Complex
Open ended
Authentic
40-40-40 REVIEW
• To what extent does the performance task yield reliable evidence of understanding the
understanding?
• Could a student be successful on the assessment package without truly understanding?
• Could the student understand and not be successful
on the assessment package?
• Is there a range of assessments as opposed to a single task/test (photo album vs. snapshot)?
Review Standards—Stage Two:REVIEW
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
Three stages of backward design
REVIEW
Questions
• What does a UbD classroom actually look like?
• What are the implications of Understanding by Design for instruction?
REVIEW
A M ToAcquire Information
oConstructing Meaning
oTransfer
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Learners must Acquire and Make Meaning out of information in the service of understanding andTransferring it.
A M T
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Action Verbs for AMTAcquisition:Define, Identify, Calculate,
Discern, Identify, Memorize, Notice, Select, Paraphrase,
Plug in, Recall, State
Transfer:Adapt (based on feedback),
Adjust (based on results), Apply, Create, Design,
Innovate, Self-Assess, Solve,
Trouble shoot
Meaning Making:Analyze, Compare, Contrast, Critique, Defend, Explain, Evaluate, Generalize, Interpret, Justify/Support, Prove, Summarize, Synthesize, Test, Translate, Verify
REVIEW
Reflection and Sharing• What are your questions?
• Sharing?
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The UbD Classroom• Videos
• US History:
https://www.teachingchannel.org/videos/teaching-declaration-of-independence
• Massachusetts:
https://www.youtube.com/v/rzpeLQMKLKc
Questions to Consider
To what extent is this a UbD classroom?
What do you expect to see?
List evidence as you watch
What questions do you have?
Reflection• Reflect on a couple of your lessons
o To what extent is there a balance of AMT?
o What are the strengths?
o Are students having ample opportunities to practice transfer?
o Am I overemphasizing skills and knowledge?
• In instruction?
• In assessment?
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Act on Reflections• Considering your reflection, what changes might
you make?
o From this point…
o For next year…
Continuing work on Stage 3• Understanding by Design is a Unit-Based Approach
(not daily lesson based)
• What is a Lesson?
o Chunking
Lesson Design Questions• Initial Thinking
o What misunderstandings might students bring to this lesson?
o What prior knowledge might students bring that can be built upon?
o How will you address these misunderstandings?
o What are some student interests that might relate to the lesson?
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Lesson Design Questions• Intentionality of A-M-T
o Acquisition
• How will students know where they are going?
• In what ways might you spark student interest and engagement?
• How might you optimize student’s acquisition of knowledge and skills?
o Meaning Making
• What misunderstandings might result?
• In what ways are students constructing their own understanding?
o Transfer
• In what ways will the work students are doing ensure transfer down the
road?
• Outside of the classroom setting, what might students do with the
standards/understandings?
Lesson Design Questions• Formative Assessment
o How will you assess student understanding as the lesson progresses?
o What are common mistakes for this learning?
o What modifications are planned if students are struggling?
o What modifications are planned if students are understanding?
Time to Work• Lessons
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Next Steps• Student work
Contact Information
Erik Powell
Thomas Rye
