understanding by design
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Understanding by Design. Fahmida Lukman ASU ILEP ALUMNI-2014. Understanding By Design. “Backward Design” focus: Clarify results and evidence of them before designing lessons. Teaching for understanding is the goal of teaching and compatible with standards-based curricula. - PowerPoint PPT PresentationTRANSCRIPT
Understanding by DesignFahmida Lukman
ASU ILEP ALUMNI-2014
Understanding By Design
• “Backward Design” focus: Clarify results and evidence of them before designing lessons.
• Teaching for understanding is the goal of teaching and compatible with standards-based curricula.
• UbD is a way of thinking more carefully about design, not a program.
3 Stages of Backward
Design
1. Identify Desired Results
2. Determine Acceptable Evidence
3. Plan learning experiences
and instruction
• Content Standards• Understandings• Essential Questions• Knowledge and Skills
1. Identify Desired Results
The Big Ideas• To determine the Big Ideas for your unit or course, ask
yourself…Why? So what?What is the “moral of the story”?How is _____ applied in the world beyond the classroom?What couldn’t we do if we didn’t understand _____?
What are key complex performance tasks indicative of understanding?
What other evidence will be collected to build the case for understanding, knowledge, and skill?
How will the students self-assess?
2. Assessment Evidence
Stage 2 is the essence of backward design & alignment
Link assessment types to curricular priorities
“Measure what we value; value and act on what we measure.”
Assessment Types
Traditional quizzes& tests
• paper/pencil• selected-response• constructed response
Performance tasks& projects
• open-ended• complex• authentic
Worth being familiar with
Important to know& do
Big Ideas With Understandings
Scenarios for Authentic Tasks
Build assessments anchored in authentic tasks using GRASPS:• G-What is the Goal in the scenario?
• R-What is the Role?
• A-Who is the Audience?
• S-What is your Situation (context)?
• P-What is the Performance challenge?
• S-By what Standards will work be judged in the scenario?
3. Plan Learning Experience and Instruction
• A focus on engaging and effective learning, “designed in”• What learning experiences and instruction will promote the
desired understanding, knowledge and skill?• How will you best promote the deepening of insight and
interest?• How will you prepare students for the performance(s)?
Organize by W.H.E.R.E.
• W = Where are we headed? and why? (from the student’s perspective)• H = How will the student be ‘hooked’?• E = What opportunities will there be to be equipped and explore key ideas.• R = How will we provide opportunities to rethink, rehearse, refine and
revise?• E = How will students evaluate (so as to improve) their own performance?