creating an enduring understanding for the primary and elementary teacher

Creating an Enduring Understanding

for the Primary and Elementary

Teacher

Creating an Enduring Understanding

for the Primary and Elementary

Teacher

Norms for a Successful Session

Norms for a Successful Session

RelaxRelax

SocializeSocialize

Take Care of YourselfTake Care of Yourself

Give Your Absolute BestGive Your Absolute Best

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MontageMontage



A Concept-Based Approach to Learning

UBD

A Concept-Based Approach to Learning

UBD

Big Ideas we want students to understand

Big Ideas we want students to understand

Students learn more than just facts and knowledge

Students learn more than just facts and knowledge

Students internalize the informationStudents internalize the information

Focus on DOINGFocus on DOINGFocus on KNOWINGFocus on KNOWING

Active applicationActive application

Teach to transfer knowledge across time and disciplinesTeach to transfer knowledge across time and disciplines

Remembers big ideasRemembers big ideas

Fewer, more significant topicsFewer, more significant topics

Active involvementActive involvement

Recall of informationRecall of information

Expected to remember facts and skillsExpected to remember facts and skills

Focus on covering many topicsFocus on covering many topics

Passive reception of informationPassive reception of information

Memorization of factsMemorization of facts

Knowledge Vs. Concept Knowledge Vs. Concept

Enduring UnderstandingEnduring Understanding

Big IdeaBig Idea

Lasting ValueLasting Value

UncoverUncover

TransferableTransferable


Heart of Our DisciplineHeart of Our Discipline

What’s Most Important In Our FieldWhat’s Most Important In Our Field

Understanding from the ExperienceUnderstanding from the Experience

Student ‘uncovering’ the big ideaStudent ‘uncovering’ the big idea

Covering Subject MatterCovering Subject Matter

Student must be allowed to ‘uncover’ the big idea through inquiry and

investigation

Student must be allowed to ‘uncover’ the big idea through inquiry and

investigation

To Uncover is to find what is important


In what has been hiddenIn what has been hidden

To reveal rather than concealTo reveal rather than conceal

The ConceptThe Concept



In what has been hiddenIn what has been hidden

To reveal rather than conceal

The Concept

To reveal rather than conceal

The Concept

UnderstandUnderstand

UBD Designs Help Us Create Lessons Where Students:

UBD Designs Help Us Create Lessons Where Students:

LearnLearn

Transfer Transfer

Apply Apply

Important ideas or thoughts that have lasting value beyond our

classroom and can be appliedin various situations throughout

our lives.

Important ideas or thoughts that have lasting value beyond our

classroom and can be appliedin various situations throughout

our lives.


The Statement is not easily understood. You have to ‘uncover’ to comprehend the meaning.

The Statement is not easily understood. You have to ‘uncover’ to comprehend the meaning.

The Statement could apply to several subjects. (Transferable)

The Statement could apply to several subjects. (Transferable)

Key Characteristics of anEnduring UnderstandingKey Characteristics of anEnduring Understanding

The statement is framed in full-sentence universal generalizations. (Big Idea)

The statement is framed in full-sentence universal generalizations. (Big Idea)

The Statement has value for years to come.The Statement has value for years to come.

Is it a full sentence? Is it a full sentence?

Is it an assessment or performance task?Is it an assessment or performance task?

Questions We Can Ask To Identify What An Enduring Understanding Is

NOT!


NOT!

(Enduring understandings are always full sentences.)(Enduring understandings are always full sentences.)

(Enduring understandings are big ideas not assessments.)(Enduring understandings are big ideas not assessments.)

Is it a question? Is it a question?

Is it a truism?Is it a truism?


NOT!


NOT!

(Enduring understandings are never questions.)(Enduring understandings are never questions.)

TruismsTruisms

Truisms usually generate agreement and are commonly accepted.

Truisms usually generate agreement and are commonly accepted.

Truisms are statements that convey a feeling of truth.

Truisms are statements that convey a feeling of truth.

TruismsTruisms

Practice makes perfect.Practice makes perfect.

Things are always changing.Things are always changing.

The early bird gets the worm.The early bird gets the worm.

Haste makes waste.Haste makes waste.

TruismsTruisms

Do not require ‘uncovering’ and that keeps them from being a good

enduring understanding

Do not require ‘uncovering’ and that keeps them from being a good

enduring understanding

Filtering System to Identify Enduring Understandings


Filter #1: Lasting Value Filter #1: Lasting Value

The idea is universal in application The idea is universal in application

The idea is timeless and carries through the ages The idea is timeless and carries through the ages The idea has value for years to come The idea has value for years to come

Filter #2: Transferable Filter #2: Transferable

The idea can be applied beyond the classroom The idea can be applied beyond the classroom

Capacity to take the idea and use it creatively on our own Capacity to take the idea and use it creatively on our own

Applying the idea to new and sometimes confusing situations Applying the idea to new and sometimes confusing situations

Words that Identify Transferable Big Ideas

Words that Identify Transferable Big Ideas

ChangeChange InteractionInteraction

FriendshipFriendship

CooperationCooperation

SystemsSystems

MovementMovement

RhythmRhythm

ExplorationExploration

Filter #3: Uncovering Filter #3: Uncovering

Ideas that are not obvious Ideas that are not obvious

The idea may be baffling to the novice The idea may be baffling to the novice

The idea is complex and abstractThe idea is complex and abstract

The idea is counter-intuitive in nature requiring “uncoverage” by the learner for meaning and understanding.

The idea is counter-intuitive in nature requiring “uncoverage” by the learner for meaning and understanding.

Filter #4: Big Idea Filter #4: Big Idea

Are major concepts that anchor a unit or course Are major concepts that anchor a unit or course

Universal generalizations remembered by students Universal generalizations remembered by students

Focuses on concepts that apply to new situations within and beyond the subject Focuses on concepts that apply to new situations within and beyond the subject

Filter #4: Big Idea Filter #4: Big Idea

An enduring understanding IS the

“BIG IDEA”

An enduring understanding IS the

“BIG IDEA”

So How “BIG” Is Big?So How “BIG” Is Big?

The degree of “BIGNESS” with an enduring understanding would be

whether the understanding is “overarching” or “topical”

The degree of “BIGNESS” with an enduring understanding would be

whether the understanding is “overarching” or “topical”

Overarching Enduring Understandings:

Overarching Enduring Understandings:

Transfer to other subjectsTransfer to other subjects

Have lasting valueHave lasting value

Topical Enduring Understandings:Topical Enduring Understandings:

Concerned with subject being taughtConcerned with subject being taught

More specific and less transferablityMore specific and less transferablity

Course, Unit or Day StatementsCourse, Unit or Day Statements

Course:Overarching Big Ideas (Transfer to other subjects and

throughout our life experiences)

Course:Overarching Big Ideas (Transfer to other subjects and

throughout our life experiences)

Unit: Topical Big Ideas(Concerned with subject being taught)

Unit: Topical Big Ideas(Concerned with subject being taught)

Day: Usually knowledge, skills or facts needed to comprehend the big idea

Day: Usually knowledge, skills or facts needed to comprehend the big idea

Who Are You?Who Are You?



Course, Unit or Day Statements?


Food choices contribute to our physical and mental health.


Healthy choices enhance our lives.Healthy choices enhance our lives.

The meat group builds strong muscles.The meat group builds strong muscles.



Course: Healthy choices enhance our lives.

Course: Healthy choices enhance our lives.

Unit: Food choices contribute to our physical and mental health.

Unit: Food choices contribute to our physical and mental health.

Day: The meat group helps build strong muscles.

Day: The meat group helps build strong muscles.

Who Are You?Who Are You?



Course, Unit, or Day Statement?


Alcohol abuse hurts your liver and brain.

Alcohol abuse hurts your liver and brain.

There are safe and unsafe substances that can be taken into the body.

There are safe and unsafe substances that can be taken into the body.

Safe choices reduce risk and injury.Safe choices reduce risk and injury.



Course: Safe choices reduce risk and and injury.

Course: Safe choices reduce risk and and injury.

Day: Alcohol abuse hurts your liver and brain.

Day: Alcohol abuse hurts your liver and brain.

Unit:There are safe and unsafe substances that you can take into the

body.

Unit:There are safe and unsafe substances that you can take into the

body.

Filtering System To Identify Enduring Understandings

Exploration through physical activity enhances understanding and efficiency of body movement.

Our behavior and the decisions we make affect our lifestyle.

Safe choices reduce risk and injury.

Movement and efficiency

Give an example of how behavior and decisions affect

one’s lifestyle.

Is it our responsibility to be aware of hazards and unsafe

practices?

An apple a day keeps the doctor away.


Creating a Meaningful Enduring

understanding

Creating a Meaningful Enduring

understanding

Three Circle DesignThree Circle Design

What we want our students to walk away with and apply within their lives

The knowledge and skills we want students to accomplish in order to gain understanding

The knowledge and skills we want students to accomplish in order to gain understanding

What we want students to read, hear or view but not necessarily

remember

Understandings that will anchor our unit

Understandings that will last for a long time

Four Rules of Thumb in Creating Understandings




An enduring understanding is:An enduring understanding is:




A priority A priority



Prioritize what is most important in our specific field of study Prioritize what is most important in our specific field of study



Focus on a small number of transferable ideas Focus on a small number of transferable ideas



Prioritize what is most important Prioritize what is most important

A declarative statement (Students will understand that…)

A declarative statement (Students will understand that…)



Focus on a small number of transferable ideas Focus on a small number of transferable ideas



Stated as an insightful universal generalizationStated as an insightful universal generalization




Stated as a sentence Stated as a sentence


Relationship between two or more concepts Relationship between two or more concepts

Stated as an insightful universal generalizationStated as an insightful universal generalization

Is written in present tense Is written in present tense




Either overarching or topical Either overarching or topical

Stated as an insightful generalization Stated as an insightful generalization











Overarching being more transferable Overarching being more transferable








Overarching being more transferable Overarching being more transferable

Topical being more specific to the subject area Topical being more specific to the subject area

Six Potential Approaches in Creating an Enduring Understanding


1 Begin with Content Standards: 1 Begin with Content Standards:

Use those nouns as your transferable words to create an enduring understanding. Use those nouns as your transferable words to create an enduring understanding.

From your established goal look for key nouns. From your established goal look for key nouns.

Look for key concepts in the content overview. Look for key concepts in the content overview.

From the key concepts found in the content overview establish your own goal. From the key concepts found in the content overview establish your own goal.

Instruction is guided by national, state, and district

standards that specify what students should

know and be able to do.

Instruction is guided by national, state, and district

standards that specify what students should

know and be able to do.

Content StandardsContent Standards

Goals we want students to achieve Goals we want students to achieve

Establish priorities for instruction and assessment

Establish priorities for instruction and assessment

Providing opportunities for children to develop proficiency in human movement and performance

Learning fundamental movement skills and the principles of human

movement.

Established Goal from the Content Overview


Provide opportunities for children to develop proficiency in movement and performance through participation in games and lifetime

activities.

Provide opportunities for children to develop proficiency in movement and performance through participation in games and lifetime

activities.



Provide opportunities for children to develop proficiency in movement and performance

through participation in games and lifetime activities.

Provide opportunities for children to develop proficiency in movement and performance

through participation in games and lifetime activities.

Key nouns:

proficiency + movement + activities

Key nouns:

proficiency + movement + activities

Enduring Understanding: Students will understand that….

Proficiency of movement is developed through activity.

Enduring Understanding: Students will understand that….

Proficiency of movement is developed through activity.



2 Begin with desired real-world

applications:

2 Begin with desired real-world

applications:

What does the content enable you to do in the real world if you master it? What does the content enable you to do in the real world if you master it?



3 Begin with an important skill:3 Begin with an important skill:

Locate the content standard that refers to the skill. Locate the content standard that refers to the skill.

Identify the key concepts that support the skill. Identify the key concepts that support the skill.

Important Skill: BalanceImportant Skill: Balance

Content Standard:

Balance is a complex part of physical activity. Balance is static and dynamic and reflects the ability to maintain equilibrium in relation to the

force of gravity. (HP4)

Content Standard:

Balance is a complex part of physical activity. Balance is static and dynamic and reflects the ability to maintain equilibrium in relation to the

force of gravity. (HP4)

Important Skill: BalanceImportant Skill: Balance

Content Standard:

Balance is a complex part of physical activity. Balance is static and dynamic and

reflects the ability to maintain equilibrium in relation to the force of gravity. (HP4)

Content Standard:

Balance is a complex part of physical activity. Balance is static and dynamic and

reflects the ability to maintain equilibrium in relation to the force of gravity. (HP4)

Enduring Understanding (The student will understand that…)

Enduring Understanding (The student will understand that…)

Physical activity requires balance to maintain one’s equilibrium.

Physical activity requires balance to maintain one’s equilibrium.

Key concepts that support balance: Balance + Physical activity +

Equilibrium

Key concepts that support balance: Balance + Physical activity +

Equilibrium

Six Potential Approaches in creating an Enduring Understanding

Six Potential Approaches in creating an Enduring Understanding

4 Begin with a favorite activity:4 Begin with a favorite activity:

Identify the skills, facts, and understandings the activity is meant to accomplish.Identify the skills, facts, and understandings the activity is meant to accomplish.

Locate appropriate content standards that apply to this activity. Locate appropriate content standards that apply to this activity.

Identify key concepts.Identify key concepts.

Favorite Activity: BowlingFavorite Activity: Bowling

Identify skills required for the activity:Identify skills required for the activity:

Identify key concepts:Identify key concepts:

Locate appropriate content standards that apply to this activity:Locate appropriate content standards that apply to this activity:

--Specific concept (spatial and body awareness) and skills (rolling) in the primary grades are the foundation for a broad spectrum of sport and physical activities. (HP1,4)

--Specific concept (spatial and body awareness) and skills (rolling) in the primary grades are the foundation for a broad spectrum of sport and physical activities. (HP1,4)

--Spatial and body awareness.--Spatial and body awareness.

--Finger position---Rolling the ball---Eyes on target--Proper footwork --Finger position---Rolling the ball---Eyes on target--Proper footwork

--Skills (rolling, finger and eye position, footwork).--Skills (rolling, finger and eye position, footwork).

Enduring Understanding (The student will understand that….)

Enduring Understanding (The student will understand that….)

Spatial and body awareness develops fundamental skills required to pursue a

variety of physical activities.

Spatial and body awareness develops fundamental skills required to pursue a

variety of physical activities.

Six Common Entry Points to Create an Enduring Understanding


5Begin with GLES:5Begin with GLES:

Look for similar concepts found in your grade level expectations.Look for similar concepts found in your grade level expectations.

Determine the key concepts that run throughout the chosen GLES. Determine the key concepts that run throughout the chosen GLES.

Identify how gloves protect us from bodily

fluids

Strand 3: Risk Assessment and Reduction

Unit 1: Disease Prevention and Control

Course: Health

Topic E: HIV/AIDS Prevention Education

Recognize that safety

equipment is necessary to

protect the body during

participation in sports and recreational activities

Course: Health


Unit 2: Injury Prevention and Safety

Topic C: Activity Related Injuries and Environmental Conditions

Identify specific safe practices in

and around water

Course: Health


Unit 2:Injury Prevention and Safety

Topic D: Water-Related Emergencies

Identify ways to protect the body

from the environment (sunscreen,

insect repellant, sunglasses, goggles, hat)

Course: Health


Unit 4: Environmental Health

Topic B: Individual Responsiblity

Key Concept: Body Protection

Key Concept: Body Protection

Enduring Understanding: (Students will understand that…) Proper body protection

promotes a healthy lifestyle.

Enduring Understanding: (Students will understand that…) Proper body protection

promotes a healthy lifestyle.



6 Begin with an existing unit:6 Begin with an existing unit:

Take your traditional lesson and place the elements in the proper parts of the UBD template. Take your traditional lesson and place the elements in the proper parts of the UBD template.

Look at the template and try to find the big idea. Look at the template and try to find the big idea.

There is no absolute way to create an enduring

understanding

There is no absolute way to create an enduring

understanding

Methods to Create a Meaningful Enduring

Understanding

Content standards

Favorite Activity

Real-world applications

Important Skill

Existing Unit

GLES


Understanding

Content standards

Favorite Activity


Important Skill

Existing Unit GLES

Use content standards to find key nouns that will give us the big ideas needed for the

desired enduring understanding.


Understanding

Real World Applications

Favorite Activity

Content Standards

Important Skill

Existing Unit GLES

Examine how our desired goals and performance tasks will help students in real-

world applications.


Understanding

Important Skill

Favorite Activity


Content Standards

Existing Unit GLES

What is the most important skill you want your students to walk away with in your

subject area.


Understanding

Important Skills

Favorite Activity


Content Standards

Existing Unit GLES

Identify the big idea associated with that skill.


Understanding

Favorite Activity

Content Standard


Important Skill

Existing Unit GLES

Identify your favorite activity and see how it relates to your content standards.


Understanding

Favorite Activity

Content Standards


Important Skill

Existing Unit GLES

If there is a correlation then examine the key concepts needed in that activity to

make it something worth knowing in future years.


Understanding

GLES

Favorite Activity


Important Skill

Existing Unit

Look at the grade level expectations and find a common goal needed in them to

accomplish the outcomes.

Content Standards


Understanding

GLES

Favorite Activity


Important Skill

Existing Unit

Look at your goal and uncover the enduring understanding you want the students to

comprehend and keep.

Content Standards


Understanding

Existing Unit

Favorite Activity


Important Skill

GLES

Take an existing unit and plug it’s components into the UBD template.

Content Standards

The more we think the learner can immediately ‘get it’ by hearing it or reading it the

more likely it is a fact and not an enduring understanding.

The more we think the learner can immediately ‘get it’ by hearing it or reading it the

more likely it is a fact and not an enduring understanding.

Now It’s Your Turn!!!Now It’s Your Turn!!!


Understanding

Content standards

Favorite Activity


Important Skill

Existing Unit

GLES

The TeacherThe Teacher

“I’ve come to a frightening conclusion that I am the decisive

element in the classroom.

“I’ve come to a frightening conclusion that I am the decisive

element in the classroom.


It’s my personal approach that creates the climate.

It’s my personal approach that creates the climate.


It’s my daily mood that makes the weather.

It’s my daily mood that makes the weather.


As a teacher, I possess a tremendous power to make a child’s life miserable

or joyous.

As a teacher, I possess a tremendous power to make a child’s life miserable

or joyous.


I can be a tool of torture or an instrument of inspiration.

I can be a tool of torture or an instrument of inspiration.


I can humiliate or humor, hurt or heal.I can humiliate or humor, hurt or heal.


In all situations, it is my response that decides whether a crisis will be

escalated or de-escalated and a child humanized or de-humanized.”

In all situations, it is my response that decides whether a crisis will be

escalated or de-escalated and a child humanized or de-humanized.”

Haim GinotHaim Ginot

CongratualtionsCongratualtions



creating an enduring understanding for the primary and elementary teacher

Documents

novicethe idea

enduring understandings

enduring understandingfor

truisms truisms

big ideathe statement

uncovering ideas

truisms practice

facts knowledge