Stage 1: Identify Desired Results -

Learning Goals

Monday, August 1st, 2011

What is Understanding by Design?

Find cool activities to use in the class.

Figure out how to teach and grade activities.

Align activities to the standards and core

curriculum.

Traditional Lesson Planning

Develop cool activities to use in class that stay with the student

FOREVER!

Plan for students learning and

understanding

Understand the larger picture of what needs to be learned.

UBD Planning

What You Need to do for Your Lesson Plan

Stage 1- Establishing what is to be learned.

Stage 2- Determine how the learning is accomplished.

Stage 3- Develop the COOL learning activities.

Don’t forget about technology integration!

What will you do? Complete your

lesson plan and supplements. Have them ready by Thursday morning.

Lesson Plan TemplateUnit Title: Grade Level(s):Discipline Subject, Topic: Duration:

Overview of Unit:

We will complete the Established Goal(s) section on Wednesday. Established Goal(s): (National, State, District Standards)

Stage 1: Identify Desired Results - Learning Goals

Step 1: Enduring Understandings Step 2: Essential Questions Step 3: Knowledge and Skills Step 4: Six Facets of Understanding

Step 1:Enduring Understandings What EnduringUnderstandings are desired?Students will understandthatÉ

Step 1: Enduring Understandings• Big ideas that we want students to “get

inside of” and retain after the details are forgotten.

• Provide a larger purpose for learning the targeted content: they implicitly answer the question, “Why is this topic worth studying?”

Step 1: Enduring Understandings

They are the unit concepts that:1. Have lasting value beyond the classroom2. Will be retained after the details have been

forgotten3. Reside at the heart of the discipline4. Uncover the concept by “doing” the subject5. Offer potential for engaging students

Enduring Understandings Examples:

Specify something to be understood.

Focus on big ideas- abstract and transferable.

The understanding will need to be uncovered, because it is abstract and not immediately obvious.

Non-examples: Phrase, not sentence Refers to big ideas, but offers

no specific claims Simply states straightforward

fact, no inquiry is required Truism: fails to specify what we

want the learner to understand Refers to set of skills, but does

not offer transferable strategies or principles about them

Examples of Understandings

Non-examples of Understandings

An effective story engages the reader by setting up tensions- through questions, mysteries, dilemmas, uncertainties- about what will happen next.

Audience and purpose.

When liquid water disappears, it turns into water vapor and can reappear as liquid if the air is cooled.

Water covers three-fourths of the earth’s surface.

Correlation does not ensure causality.

Things are always changing.

Decoding is necessary but not sufficient in reading for meaning.

Sounding out, looking at pictures.

Sample Enduring Understandings Writing from another person’s point of view can

help us to better understand the world, ourselves, and others.

Sometimes a correct mathematical answer is not the best solution to messy, “real-world” problems.

Cultural customs in the Hispanic countries regarding interactions between individuals determine if conversation is formal and informal.

Step 2:Essential Questions

What Essential Question(s)will be considered?

Step 2: Essential Questions

¨ Point to the heart of the discipline¨ Recur naturally¨ Raise other important questions¨ Provide subject- and topic- specific

doorways to enduring understandings¨ Have no obvious “right” answer¨ Are deliberately framed to provoke and

sustain student interest

Tips for using Essential Questions

Organize programs, courses, units of study, and lessons around the questions.

Select or design assessment tasks that are explicitly linked to the questions.

Edit the questions to make them as engaging and provocative as possible for the particular age group.

Derive and design specific concrete exploratory activities and inquiries for each question.

Examples of Essential Questions

How can macroeconomics inform microeconomics (and vice versa)?

How are sounds and silence organized in various musical forms?

To what extent can use of formal and informal conversation techniques demonstrate cultural understanding?

What are the pros and cons of technological progress?

Overarching vs Topical • Transcend the content

knowledge of the unit• Could appropriately

express a given concept found in most grade levels and courses

• Are specific to the unit topic

• Involve generalizations derived from the specific content knowledge and skills of the unit

Overarching vs Topical • How do effective writers

hook and hold their readers?

• Is history the story told by the “winners”?

• How are materials recycled or disposed of?

• Does art have a message?

• What is unique about the mystery genre?

• Does separation of powers create a deadlock?

• How do the structure and behavior of insects enable them to survive?

• What do masks and their use reveal about the culture?

Step 3: Knowledge and SkillsWhat key knowledge and skills will students acquire as a resultof this unit or lesson?Students will knowÉ Students will be able to doÉ

Step 3: Knowledge and Skills

Other important pieces of knowledge and skills discovered as you identify the essential understandings

These should be included because they are related to the essential understanding or focus of the unit.

Key Knowledge and Skills Vocabulary Terminology Definitions Key factual information Formulas Critical details Important events and

people Sequence and timelines

Basic skills Communication skills Thinking skills Research, inquiry,

investigation skills Study skills Interpersonal, group skills Technology skills

Examples of Knowledge

Students will know:– Ways artists employ various technologies– Appropriate uses for “tú” vs. Ud.– Relevant vocabulary words– How to describe and compare common

items using measurement

Step 4: What are Six Facets of Understanding?

Students may exhibit understanding through six interrelated ability levels: – Explanation– Interpretation– Application– Perspective– Empathy– Self-knowledge

ExplanationStudents provide evidence to back up claims and

assertions and provide thorough, supported, and justifiable accounts of phenomena, facts, and data.

Misconceptions:– If the student gives a correct answer to a complex

and demanding question, he must have an in-depth understanding.

– If the student cannot write an explanation of his views, he lacks understanding.

Interpretation Students tell meaningful stories, offer apt translations,

provide revealing historical or personal dimensions to ideas and events, and make learning personal through images, anecdotes, analogies, and models.

Misconception:– If the student offers an engaged and rich

response to literature, he understands that work of literature.

ApplicationStudents effectively use and adapt what they know

within new settings and real-world situations, including authentic problem-solving, decision-making, and conflict resolution.

Misconceptions:– Any effective performance with knowledge

indicates understanding of that knowledge.– Any ineffective performance with knowledge

indicates a lack of understanding of that knowledge.

PerspectiveStudents observe both the big picture and the multiple

perspectives that comprise it, examining and assessing various points of view or conflicting issues surrounding a topic, issue, or theme.

Misconception:– Having an opinion equals having a perspective.

EmpathyStudents walk in the shoes of a fictional character,

historical figure, or contemporary individual. They find value in what at first may appear to them as odd, alien, or implausible.

Misconceptions:– Empathy is affect, synonymous with sympathy or

heartfelt rapport.– Empathy requires agreement with the point of

view in question.

Self-KnowledgeStudents monitor their own comprehension and revise,

rethink, reflect, and revisit their growing understanding. They also can articulate what they understand- and fail to understand- in what they are studying or investigating.

Misconception:– Self-knowledge equals self-centeredness.

Unit Title: Grade Level(s):Discipline Subject, Topic: Duration:

Overview of Unit:

Established Goal(s): (National, State, District Standards)

What Enduring Understandings aredesired?

What Essential Question(s) will beconsidered?

Students will understand that…

What key knowledge and skills will students acquire as a result of this unit orlesson?Students will know… Students will be able to do…

Your Homework…Complete Understandings, Questions, Knowledge and Skills.

Your Homework…Start thinking of how students will demonstrate their knowledge.

How will students demonstrate their understandings?Formative Assessments ISTE NETS

for StudentsSummative Assessments ISTE NETS

for Students

Learning Activities (attach supplements, Ppts, Excel files, etc.) ISTE NETSfor Students