mcwilliams, 2009 six facets of understanding clarifying meaning and defining expectations chuck...
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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.
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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
DOK Level 2 Examples
• 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
DOK Level 3 Examples
• 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
DOK Level 4 Examples
• 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
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
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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
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
McWilliams, 2009
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
_______
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
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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Reviewing the SIX FACETS of Understanding
What’s the name of this facet?
EIt’s described as…
• Making generalizations
• Justifying facts and data
• Providing insightful connections,illuminating examples, and
detailed illustrations
Why it’s Explanation, of course!
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
McWilliams, 2009
Reviewing the SIX FACETS of Understanding
What’s the name of this facet?
It’s described as…
• Effectively using knowledge
• Adapting knowledge and skills in diverse and real contexts
• “Doing” the subject
Why it’s , of course!
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
McWilliams, 2009
Reviewing the SIX FACETS of Understanding
What’s the name of this facet?
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!
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
McWilliams, 2009
Reviewing the SIX FACETS of Understanding
What’s the name of this facet?
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!
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
McWilliams, 2009
Reviewing the SIX FACETS of Understanding
What’s the name of this facet?
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!
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
McWilliams, 2009
The Six Facets of UnderstandingIn
terp
reta
tion
Em
pathy
Self-Knowledge
Explanation
Per
spec
tive
Application
_______
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
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
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Using UbD in a Sophomore Biology Class
Chuck McWilliams, Biology Teacher
Maplewood-Richmond Heights HS Maplewood, MO
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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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How It All Fits Together
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How It All Fits Together
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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How It All Fits Together
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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
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Have a Great Journey Next Year!
McWilliams, 2009