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Using UbD to Design Tech Infused CurriculumTheory, Process, and Tools

Elizabeth Helfant Certified Geek with UbD Understanding

Elizabeth PinkertomCertified UbD Trainer with Geek Understanding

Screen Technology By Rudy on flickr

Technology, Pedagogy, Content Knowledge

What lives in each circle?

How do I live in the center?

Why do I live in the center?

•TPCK Model

Pedagogical knowledge (PK) can be defined as general knowledge and skills related to teaching. Such knowledge includes knowledge of general teaching methods (such as discovery learning, collaborative learning, problem-based learning, etc.), knowledge of learners including developmental issues for children, classroom management skills, understanding how to motivate students, and so on.

Content knowledge (CK), on the other hand, is knowledge of the facts, concepts, and skills that exist in a particular domain. This knowledge is independent of pedagogical knowledge. For example, a scientist or historian can know a lot about their domain but not know how to teach it well to others.

Technological knowledge (TK) is the knowledge required to understand and use various technologies. In this class we will simply define technologies as tools. In this class we primarily focus on learning about digital technologies (i.e., typically some kind of hardware or software). There is a wide range of different levels of TK. At a very basic level, TK might include an awareness of different programs and what they allow people to do. Basic TK might also include understanding of different file formats (like .jpg is an image or .doc is a MS Word document) or operating systems (like Windows Vista or MacOS X Leopard). More advanced TK might involve knowing how to download and use particular software programs or how to use a programming language to create a new piece of software.

From:http://open.byu.edu/ipt287/resources/unit-3-technology-integration/tpack-introduction/

Using Technology with Marzano’s Best Practices

Web 2.0 Tools that Work

21st Century Pedagogy

Curriculum as DNA

LegoDNA by mknoles on flickr

Literacies and Skills as Blocks

Basic LiteracyDiscipline Specific Literacies Traditional Literacies

• Reading• Writing • Arithmetic• Technology

• Wagner’s Disciplined Mind

Information LiteracyInformation Overload Considerations

• Is it Reliable?• Is it Relevant?• Is it Biased?• Is it copyright protected?• Various formats of

information (hypertext, multimedia)

Visual/Media LiteracyThe Power in Images

Digital Citizenship/Ethical Literacy

Intercultural Literacy

Network Literacy

Attention Literacy (Executive Function)

Bloom’s Digital - Revised

The 3 C’s

•Connect

•Collaborate

•Create

Deciding on a Unit

•What’s a unit that you’d like to rewrite to make it fantastic?

Overview

Share with a neighbor…

1)Who was the most effective teacher you ever had? What made him/her so?

• Share examples, then generalize: “the best teachers…”

2)When was a time you made significant progress/improvement as a learner? What was it that made that possible?

• Share examples, then generalize: “the greatest learning happens when…”

Common Responses:• Upfront explicit goals and performance

requirements • Models and modeling provided• The bigger picture, the “why”, is made clear• Working back and forth from whole to part• A genuine challenge/problem frames the

work that stretches you- real, meaningful tasks

• Work culminates in real or realistic application

• Trial and error, reflection and adjustment are needed and expected

• Constant helpful feedback opportunities • Safe environment for trying out, getting

feedback, adjusting

Understanding by Design

•Look at two questions:▫What is good design?▫What is understanding?

•A set of ideas and tools that are an embodiment of ▫common sense▫“best practice” in design▫what we know about learning

Two questions:•What is good design?

▫Best done “backward” from the desired result

•What is understanding?▫Transfer of knowledge- long term goal

and key evidence of understanding▫Use of Big Ideas to focus the work

along with the transfer tasks

Why the Need for Understanding?

•In even our best students and their work, we see frequent…▫Amnesia▫Misunderstandings▫Rigid knowledge, no transfer of

learning

Does this sound familiar?

What is Transfer of Learning?• The use of knowledge and skills (acquired in

earlier context) in a new context. It occurs when a person’s learning in one situation influences that person’s learning and performance in other situations.

• Transferability is Understanding▫ Understanding reveals itself as transfer: an

appropriate and affective use of knowledge and skill, on one’s own; using good judgment, with minimal cues and prompting, in various important situations, about which content is needed when and why.

Example:NAEP 8th Grade Test Item

•“How many buses does the army need to transport 1,128 soldiers if each bus holds36 soldiers?”

Answer from 30%:•“31 buses, remainder 12”

-remainder 12

Example: Earth

Common Answer

What teachers have done…1) Identify content

2) Brainstorm activities, lessons, learning plan

3) Come up with an assessment

• This can occur without checking for alignment

3 Stages of Backward Design

3 Stages1) Indentify desired results

2) Determine acceptable evidence (assessment)

Then and only then-

3) Plan learning experiences and instruction

• Checking for alignment between stages

Stage 1: Desired Results

•Established Goals•Understandings•Essential Questions•Knowledge•Skills

Established Goals

StandardsCourse and Program ObjectivesLearning Outcomes

•What relevant goals will this design address?

•“Unpack” the goals to find the big ideas, understandings, essential questions, key knowledge and skills.

Understandings

Big IdeasTransferableInference (not fact)Conceptual foundations for basic skillsGeneralizations

•What specific understandings are desired?

•What misunderstandings are predictable?

•Specifically frame the Understandings-“The student(s) will understand THAT…”

Finding the Big Ideas:

Look at…•Concepts• Issues/Debates•Processes•Paradoxes•Themes•Problems/Challenges•Theories•Assumptions/Perspectives

…Surrounding a topic

Focusing in On Understandings- NutritionFamiliar: • General eating patterns and menus from the past• Different conditions requiring dietary restrictionsImportant:• Types of food in each of the food groups and their

nutritional value• The USDA Food Pyramid guidelines• Nutritional information on food labels and how to

interpret

Big Ideas:• Balanced Diet• Nutritional NeedsUnderstandings:The students will understand that…• “You are what you eat.” Your diet

affects you health, appearance and performance.

• People have different dietary needs based on age, activity level, weight and various health considerations.

Essential Questions

Open endedThought provoking, engaging and focused

inquiriesConceptual or philosophical issues,

problems and debatesLeads to other questionsNaturally recurringStimulants for vital ongoing rethinking of

big ideas and prior knowledge

• Select and develop Essential Questions to guide inquiry into big ideas.

• What provocative questions will foster inquiry, understanding, and transfer of learning?

Creating Essential Questions

•What questions are raised by this idea or topic?

•What, specifically, about the idea or topic do you want students to come to understand?

•Ask yourself:▫ Why study _____? So what?▫ What makes the study of _____ universal?▫ What’s the Big Idea implies in the skill or process of _____?▫ What larger concept, issue or problem underlies _____?▫ What couldn’t we do if we couldn’t understand _____?▫ How is _____ used and applied in the larger world?▫ What is a real-world insight about _____?▫ What is the value of studying _____?

Essential Questions:Music Theory

•Why study music theory?▫It is engaging

•What makes the study of music theory universal?▫It involves feelings and emotion

Essential Questions:▫What makes music engaging?▫How does music convey feeling and

evoke emotion?

1) How are “form” and “function” related in biology?

2) How do effective writers hook and hold their readers?

3) Who “wins” and who “loses” when technologies change?

4) What distinguishes fluent foreigners from native speakers?

5) How would life be different if we couldn’t measure it?

1) How many legs does a spider have? How does an elephant use his trunk?

2) What is “foreshadowing”? Can you find an example of it in the story?

3) What is the original meaning of the term, “technology” (from its Greek root, techne)?

4) What are some French colloquialisms?

5) How many minutes are in an hour? How many hours are in a day?

Essential Questions Nonessential Questions

Now you try-

1) What is the relationship between popularity and greatness in literature?

2) When was the Magna Carta signed?3) Crustaceans- what’s up with that?4) Which president of the United States has

the most disappointing legacy?5) When is an equation linear?6) To what extent are common sense and

science related?

“Unpacking” Goals

Understandings:

• Audience and purpose influence literary techniques.

• Different genres have unique organizational patterns.

Essential Questions:

• What am I trying to achieve through my writing?

• Who am I writing for?• How do great writers hook

and hold their readers in different genres?

Language Arts-All students will write in clear, concise, organizedlanguage that varies in content and form fordifferent audiences and purposes. (New Jersey Language Arts

Standard 3.3)

Knowledge and Skills

VocabularyTerminologyDefinitionsKey factual informationFormulasTechnologiesCritical detailsImportant events and

peopleSequence and

timelines

Basic- decoding, arithmetic, computation

Communication- listening, writing, speaking

21st Century LiteraciesThinking- comparison,

inference, analysis, interpretation

Research, inquiry, investigation

Study- note takingInterpersonal- group

skills

Knowledge Skills

Knowledge and Skills:•What key knowledge and skills will

students acquire as a result of this unit?

•What should they eventually be able to do as a result of such knowledge and skills?

•Knowledge specifically framed as, “Students will know…”

•Skills specifically framed as, “Students will be able to…”

“Unpacking” Goals

Know:• Visual art design

elements (list of basics).

• Visual art design principles (list of basics).

• Ways artists employ various technologies.

• Relevant historical and cultural information about various periods.

Be able to:• Analyze and interpret

works of art.• Compare works of art

from different periods and cultures to determine the distinguishing visual characteristics.

• Communicate their analyses and interpretations verbally and visually.

The students will recognize the visual arts as abasic aspect of history and human experience.

(Baltimore County, Public Schools)

Stage 1 Review: Science

Topic orContent Standard

The student will understand biological

adaptation.

Stage 2: Assessment

•Performance Tasks and Rubrics•Other Evidence•Self-Assessment

To what extent do the assessments provide valid, reliable and sufficient measures of the desired results?

Assessment Methods

• Traditional Tests/Quizzes-▫ Worth being familiar with ▫ Important to do and know

• Performance Tasks and Projects-▫ Important to do and know▫ Big Ideas and

Understandings

Collect Diverse Evidence from Assessments

•Informal checks for understanding- ongoing assessments such as questioning, observations, dialogue, examining work, think alouds•Tests and Quizzes- simple, content focused items•Academic Prompts- open ended questions, problems that require students to think critically, not just recall knowledge, and to prepare a specific academic response, product or performance•Performance Tasks- complex challenges that mirror the issues and problems faced by adults, ranging from short-term to long term tasks, multistaged projects, they yield one or more tangible products and performances.

Performance Tasks: Construction using GRASPS•The students need:

▫Goal▫Role▫Audience▫Situation▫Product/Performance/Purpose▫Standards and Criteria for Success

Performance Tasks:Assessing for Understanding•Ask students to use…

▫Explanation▫Interpretation▫Application▫Perspective▫Empathy▫Self-Knowledge

in their performance tasks.

•Known as the Six Facets of Understanding

“Unpacking” Goals

Performance Task Ideas:• Have students create a mathematical model for a

selected real-world situation (e.g., seasonal temperatures).

• Have students critically review a mathematical model for its appropriateness to a given situation (e.g., the Mercator Projection for representing the globe in two-dimensions).

All students will connect mathematics to otherlearning by understanding the interrelationshipsof mathematical ideas and the roles thatmathematics and mathematical modeling play inother disciplines and in life. (New Jersey Math Standards 4.3)

Collection of Assessment Evidence: Nutrition revisited•Performance Task:

▫ You Are What You Eat- Students create an illustrated brochure to teach younger children about the importance of good nutrition for healthful living. Offer students ideas for breaking bad eating habits.

▫ Chow Down- Students develop a three-day menu for meals and snacks for an upcoming Outdoor Education camp experience. They write a letter to the camp director to explain why their menu should be selected (by showing that it meets the USDA Food Pyramid recommendations, yet is tasty enough for students). Include at least one modification for a specific dietary condition (diabetic or vegetarian) or religious consideration.

•Other Evidence:▫ Quiz- The food groups and the USDA Food Pyramid▫ Prompt- Describe two health problems that could

arise as a result of poor nutrition and explain how these could be avoided.

▫ Skill Check- Interpret nutritional information on food labels

•Student Self-Assessment and Reflection:1.Self-assess brochure, You Are What

You Eat.2.Self-assess the camp menu, Chow

Down.3.Reflect on the extent to which you eat

healthy at the end of the unit (compared to the beginning).

Stage 3: Learning Plan

• Instructional strategies and learning experiences needed to achieve the desired results (Stage 1) as reflected in the assessment evidence to be gathered (Stage 2).

• UbD refers to WHERETO in designing an effective and engaging learning plan-▫Where/Why/What▫Hook▫Explore/Experience/Equip▫Rethink/Rehearse/Revise/Refine▫Evaluate▫Tailored▫Organized

Tech collaboration with UbD

What is Transfer of Learning?• The use of knowledge and skills (acquired in

earlier context) in a new context. It occurs when a person’s learning in one situation influences that person’s learning and performance in other situations.

• Transferability is Understanding

Diagnostic Assessment and Technology

Collect Diverse Evidence from Assessments

Technology and the Research Process

Making Learning Transparent

Increasing Formative Assessment and Feedback

Zoho Shared Notebook

Exercise Workbook wih Audio and Video Ability to ShareAlso good for Research Notebook

Diigo and Delicious

Performance Tasks: Construction using GRASPS•The students need:

▫Goal▫Role▫Audience▫Situation▫Product/Performance/Purpose▫Standards and Criteria for Success

Project Based Learning

•US MuseumWikiFinal Project

•Adv History Documentaries•Blip.tv

•Global Climate Change Symposium•Sudan Documentary•Comic Life Graphic Novels•Frederick Douglas Oratory Contest

The Six Facets

1. Explanation2. Interpretation3. Application4. Perspective5. Empathy6. Self-Knowledge

Reflection- The Sixth Facet

Scribe Blogs

Teaching Collaboration

WHERETOCreating the Learning ▫Plan Where/Why/What -▫Hook ▫Explore/Experience/Equip▫Rethink/Rehearse/Revise/Refine▫Evaluate▫Tailored▫Organized

WHERETO▫Plan Where/Why/What –

Plan collectively with Google Docs or Wiki Post Expectations Clearly Online

▫Hook Consider Multimedia as a hook Consider Nonfictions – guided annotation

reading WebNotes or Diigo

WHERETO▫Explore/Experience/Equip

Deliver information on Skills via Online Video- Lab Skills on Video or Voicethread

▫Rethink/Rehearse/Revise/Refine Ustream Presentations for reflection and

critique Use OneNote Tags as Reflection Study Tool

WHERETO▫Evaluate (self-Evaluation)

DyKnow Polls PollEverywhere Blogs Google Forms

▫Tailored Use Creative Tools – Vary Them

Photostories, Graphic Novels, WikiBook, Mixbook

▫Organized

Template

Works Cited

•Understanding by Design, Professional Workbook Jay McTighe and Grant Wiggins

•Understanding by Design, Advanced Summer Institute Binder. Authentic Education

Resources:•Understanding by Design, Expanded

2nd Edition by Grant Wiggins and Jay McTighe

•Understanding by Design, Professional Workbook by Jay McTighe and Grant Wiggins

•Understanding by Design, Advanced Summer Institute. Authentic Education

•Understanding by Design, Train the Trainer Summer Institute. Authentic Education

•www.authenticeducation.org