ubd for margo

8/3/2019 UBD for Margo

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Understanding by Designand

From Coast and Camp to the

Inland Empire

Stacy Hill

April 22, 2003


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This portion is based on

The Understanding byDesign Handbook

by Jay McTighe and

Grant Wiggins


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Many students view classroom

activities as an arbitrarysequence of exercises with no

overarching rationale.

From Inside the Black Box by Paul Black and Dylan

Wiliam, Phi Delta Kappan, October 1998.


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Traditional Planning

What chapter I need to get to

Daily activities

What am I going to assign for homework

I have to change the test and cross out all of thequestions I didnt get to this year

Quickly check to make sure I have some of theEALRS covered

Remind yourself that you are probably teachingsomethingthat is on the WASL anyway


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Students can hit any appropriateachievement target that is clear

and holds still for them.

-Rick Stiggins

Assessment Training Institute


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UbD in a Nutshell

Stage 1 Identify desired results

Stage 2 Determine acceptable evidence

Stage 3 Plan learning experiences andinstruction


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Stage 1:

Identify Desired Results

Content Standards and Knowledge &Skills

Enduring Understandings

Essential Questions


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Enduring

understanding

Important to

know & do

Worth being

familiar with


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Enduring Understandings:

How people deal with other people affects their future.

Some form of conflict will be present in all lives at somepoint.

Conflict does not just affect humans.

Essential Question:

What role did conflict play in development of the

Constitution of the United States?

Examples


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Essential Questions

Have no one obvious right answer

Raise important questions across content

areas

Reflect conceptual priorities

Recur naturally

Are framed to provoke and sustain

student interest


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Overarching Essential Questions

How does conflict create change?

What are rights and responsibilities that lead to

independence?Does power corrupt?

How does time affect change?

What interactions stimulate growth?

What is the balance between humans and nature?

What is stretching and shrinking around you?


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How does conflict affect the economy of a country?

How does climate determine population?

What if the South had won? What makes the Constitution a living document?

Why should I learn slope?

How can natural disasters be good for the planet?

Topical Essential Questions


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Kid Friendly EQs

What societal influences perpetuate pre-

adolescent tobacco use?

or Why do your friends start smoking?


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Stage 2:

Determine Acceptable Evidence

Determine methods of assessment Performance task

Other evidence

Quizzes, tests, prompts, work samples

Observations

Student self-assessment


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Enduringunderstanding

Important to

know & do

Worth being

familiar with

Kinds of Assessment

Traditional question &answer

paper/pencil

selected-responses

constructedresponse

Performance tasks &projects

open-ended

complex

authentic


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Adapted from Understanding by Design

Academy, Seattle, WA, July 2001 presented byJay McTighe, ASCD.

Think Scrapbook

versus

Snapshot


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GRASPS

Goal

Role

Audience Situation

Product/Performance and Purpose

Standards for Success


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GRASPS Ideas

G Design, teach, explain, inform, create, persuade, defend, critique,improve

RAdvertiser, illustrator, coach, candidate, chef, engineer,

eyewitness, newscaster

A Board members, neighbors, pen pals, travel agent, jury, celebrity,historical figure

S The context and content your G, R, A, & P put you in

P Advertisement, game, script, debate, rap, banner, cartoon,scrapbook, proposal

S What success looks like: Scoring guide & examples


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Stage 3:

Plan Learning and Instruction

WHERE

Misunderstandings

Determine the role of technology inenhancing teaching and learning i.e.,

using the audio documentary contentInstructional activities and the six facets


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Do the activities explain by themselves

where are your students heading and why?

Do the activities hook your students through

engaging, thought provoking experiences?

Do the activities help students experiencethe ideas or issues to make them real?

Do the activities cause students to reflect

and rethink- to dig deeper into the core

idea?

Do the activities allow for students to

exhibit their understanding through a

product or performance?


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Six Facets

Explanation: demonstrating understanding

Interpretation: reading between the lines

Application: performing Perspective: analyzing or inferring

Empathy: assuming a role

Self-Knowledge: being aware or realizing


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UbD Website

www.ubdexchange.org

Password: contact your district


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Now

UbD

and

From Coast and

Camp in the Inland Empire


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EALR Connections

OSPI Website for Social Studies:

http://www.k12.wa.us/curriculuminstruct/

SocStudies/EALRs


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Social Studies1. The student examines and understands major

ideas, eras, themes, developments, turning points,chronology, and cause-effect relationships in United

States, world, and Washington state history1.1 Understand and analyze historical time and

chronology

1.2 Understand events, trends, individuals, andmovements shaping United States, world, andWashington State history

1.3 Examine the influence of culture on United States,world, and Washington State history


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Step 1: Establish EnduringUnderstandings for the unit, develop theEssential Questions that will guide

students to the understandings, selecttargeted EALRs

Step 2: Choose your evidence ofunderstanding (assessment)

Step 3: Plan the learning activities (how touse the CD)


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Sample Enduring Understandings

The effects of relocation during World War

II still affects the future generations of

Japanese-Americans.

Prejudice directed the actions of many

powerful people after Pearl Harbor.

Hysteria causes people to be suspicious of

those around them.

Things are not always as they appear.


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Sample Essential Questions

Has the U.S. ever put its own people ininternment camps?

Under what circumstances should civil rights be

compromised?*How do you explain prejudice?

What is discrimination?

How do you know when something is true?

What should regular people do to be protectedfrom discrimination?*

What kind of people arent accepted at school?


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Constructing a Performance Task

Goal

Role

AudienceSituation

Product

Standards


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Sample Performance Task

Goal: Teach about the experiences of

Japanese-Americans during WW II.

Role: reporter

Audience: college history majors

Situation: report your findings using the audio

documentary and other sources

Product: on-line magazine Standards: use the documentary, report on real-

life experiences, utilize the writing process


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Samples, cont.

Newspaper

College tour for credit

Museum wing designScrapbook for descendents

Childrens book

DramatizationSlide show corresponding with audio


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Activity Ideas

Vocabulary meet and greet

Storyboards while listening

Literal, Inferential,Evaluative levelwriting during and after listening

Track title predictions

Comparison/contrast to current events


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Conclusion

What should the students know?

How will you know when they know it?

How will you get them there?

ubdexchange,.org

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