understanding by design, ubd
DESCRIPTION
Understanding by Design, UbD. - based on work by McTighe and Wiggins. WooHoo !. Elementary School First coordinated look at curriculum mapping Pre-K to Grade 5 Half a year of work on Mathematics instruction, including mapped math units Pre-K to Grade 5 on Atlas - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/1.jpg)
Understanding by Design, UbDUnderstanding by Design, UbD
- based on work by McTighe and Wiggins- based on work by McTighe and Wiggins
![Page 2: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/2.jpg)
WooHoo!WooHoo!
Elementary SchoolFirst coordinated look at curriculum
mapping Pre-K to Grade 5Half a year of work on Mathematics
instruction, including mapped math units Pre-K to Grade 5 on Atlas
Half a year of work on Reading instruction, including mapped reading units Pre-K to Grade 5 on Atlas
Elementary Team Leaders75% of whom attended the AERO curriculum
mapping workshop
Elementary SchoolFirst coordinated look at curriculum
mapping Pre-K to Grade 5Half a year of work on Mathematics
instruction, including mapped math units Pre-K to Grade 5 on Atlas
Half a year of work on Reading instruction, including mapped reading units Pre-K to Grade 5 on Atlas
Elementary Team Leaders75% of whom attended the AERO curriculum
mapping workshop
![Page 3: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/3.jpg)
Yeah!Yeah!
Middle and High SchoolFirst opportunity to review existing
unit plans with the aid of AtlasDepartment specific goals met ranging
from the completion of one whole unit on Atlas to the completion of all content and skills in all course maps
Subject Area Leaders50% of whom attended an AERO
curriculum workshop
Middle and High SchoolFirst opportunity to review existing
unit plans with the aid of AtlasDepartment specific goals met ranging
from the completion of one whole unit on Atlas to the completion of all content and skills in all course maps
Subject Area Leaders50% of whom attended an AERO
curriculum workshop
![Page 4: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/4.jpg)
Wow!Wow!
School-wideA different perspective on the
importance of curriculum mappingFrom form-filling, checklist-ticking
curriculum work to individual and team ownership of curriculum mapping
A recognition of the benefits of having a systematic approach to mapping the curriculum with Atlas
School-wideA different perspective on the
importance of curriculum mappingFrom form-filling, checklist-ticking
curriculum work to individual and team ownership of curriculum mapping
A recognition of the benefits of having a systematic approach to mapping the curriculum with Atlas
![Page 5: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/5.jpg)
What is UbD?What is UbD?
A tool to help “identify the overarching ideas and essential questions that provide important throughlines in the curriculum”
A three-stage approach to curriculum mapping by which units are planned with the “end in mind”
A tool to help “identify the overarching ideas and essential questions that provide important throughlines in the curriculum”
A three-stage approach to curriculum mapping by which units are planned with the “end in mind”
![Page 6: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/6.jpg)
The 3 Stage PlanThe 3 Stage Plan
Stage 1 – Desired ResultsStage 2 – EvidenceStage 3 – The Learning Plan
Stage 1 – Desired ResultsStage 2 – EvidenceStage 3 – The Learning Plan
![Page 7: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/7.jpg)
Stage 1 - Desired ResultsStage 1 - Desired Results
Established goalsEnduring understandingsEssential questionsContent and skills
Established goalsEnduring understandingsEssential questionsContent and skills
![Page 8: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/8.jpg)
Stage 1Stage 1
To what extent does the design focus on the big ideas of targeted content?
Consider: Are…
To what extent does the design focus on the big ideas of targeted content?
Consider: Are…•The targeted understandings enduring, based on transferable, big ideas at the heart of the discipline and in need of uncoverage?
![Page 9: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/9.jpg)
Stage 1Stage 1
To what extent does the design focus on the big ideas of targeted content?
Consider: Are…
To what extent does the design focus on the big ideas of targeted content?
Consider: Are…•The targeted understandings framed by questions that spark meaningful connections, provoke genuine inquiry and deep thought, and encourage transfer?
![Page 10: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/10.jpg)
Stage 1Stage 1
To what extent does the design focus on the big ideas of targeted content?
Consider: Are…
To what extent does the design focus on the big ideas of targeted content?
Consider: Are…•The essential questions provocative, arguable, and likely to generate inquiry around the central ideas?
![Page 11: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/11.jpg)
Stage 1Stage 1
To what extent does the design focus on the big ideas of targeted content?
Consider: Are…
To what extent does the design focus on the big ideas of targeted content?
Consider: Are…•Appropriate goals (e.g. content standards, benchmarks, curriculum objectives) identified?
![Page 12: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/12.jpg)
Stage 1Stage 1
To what extent does the design focus on the big ideas of targeted content?
Consider: Are…
To what extent does the design focus on the big ideas of targeted content?
Consider: Are…•Valid and unit-relevant knowledge and skills identified?
![Page 13: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/13.jpg)
Stage 2 – Evidence (assessment)
Stage 2 – Evidence (assessment)
Performance tasks and rubricsOther evidenceSelf-assessment
Performance tasks and rubricsOther evidenceSelf-assessment
![Page 14: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/14.jpg)
Stage 2Stage 2
To what extent do the assessments provide fair, valid, reliable and sufficient measures of the desired results?
Consider: Are…
To what extent do the assessments provide fair, valid, reliable and sufficient measures of the desired results?
Consider: Are…•Students asked to exhibit their understanding through authentic performance tasks?
![Page 15: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/15.jpg)
Stage 2Stage 2
To what extent do the assessments provide fair, valid, reliable and sufficient measures of the desired results?
Consider: Are…
To what extent do the assessments provide fair, valid, reliable and sufficient measures of the desired results?
Consider: Are…•Appropriate criterion-based scoring tools used to evaluate student products and performances?
![Page 16: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/16.jpg)
Stage 2Stage 2
To what extent do the assessments provide fair, valid, reliable and sufficient measures of the desired results?
Consider: Are…
To what extent do the assessments provide fair, valid, reliable and sufficient measures of the desired results?
Consider: Are…•A variety of appropriate assessment formats used to provide additional evidence of learning?
![Page 17: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/17.jpg)
Stage 2Stage 2
To what extent do the assessments provide fair, valid, reliable and sufficient measures of the desired results?
Consider: Are…
To what extent do the assessments provide fair, valid, reliable and sufficient measures of the desired results?
Consider: Are…•The assessments used as feedback for students and teachers, as well as for evaluation?
![Page 18: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/18.jpg)
Stage 2Stage 2
To what extent do the assessments provide fair, valid, reliable and sufficient measures of the desired results?
Consider: Are…
To what extent do the assessments provide fair, valid, reliable and sufficient measures of the desired results?
Consider: Are…•Students encouraged to self-assess?
![Page 19: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/19.jpg)
Stage 3 – The Learning Plan
Stage 3 – The Learning Plan
WHERETO
WHERETO
![Page 20: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/20.jpg)
Stage 3Stage 3
To what extent is the learning plan effective and engaging?
Consider: Will the students…
To what extent is the learning plan effective and engaging?
Consider: Will the students…•Know where they’re going (the learning goals), why the material is important (reason for learning the content), and what is required of them (unit goal, performance requirements and evaluative criteria)?
W
![Page 21: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/21.jpg)
Stage 3Stage 3
To what extent is the learning plan effective and engaging?
Consider: Will the students…
To what extent is the learning plan effective and engaging?
Consider: Will the students…•Be hooked – engaged in digging into the big ideas (e.g. through inquiry, research, problem solving, and experimentation)?
H
![Page 22: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/22.jpg)
Stage 3Stage 3
To what extent is the learning plan effective and engaging?
Consider: Will the students…
To what extent is the learning plan effective and engaging?
Consider: Will the students…•Have adequate opportunities to explore and experience big ideas and receive instruction to equip them for the required performances?
E
![Page 23: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/23.jpg)
Stage 3Stage 3
To what extent is the learning plan effective and engaging?
Consider: Will the students…
To what extent is the learning plan effective and engaging?
Consider: Will the students…•Have sufficient opportunities to rethink, rehearse, revise and refine their work based upon timely feedback?
R
![Page 24: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/24.jpg)
Stage 3Stage 3
To what extent is the learning plan effective and engaging?
Consider: Will the students…
To what extent is the learning plan effective and engaging?
Consider: Will the students…•Have an opportunity to evaluate their work, reflect on their learning and set goals?
E
![Page 25: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/25.jpg)
Stage 3Stage 3
To what extent is the learning plan effective and engaging?
Consider: Is the learning plan…
To what extent is the learning plan effective and engaging?
Consider: Is the learning plan…•Tailored and flexible to address the interests and learning styles of all students?
T
![Page 26: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/26.jpg)
Stage 3Stage 3
To what extent is the learning plan effective and engaging?
Consider: Is the learning plan…
To what extent is the learning plan effective and engaging?
Consider: Is the learning plan…•Organized and sequenced to maximize engagement and effectiveness?O
![Page 27: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/27.jpg)
At the end of Stage 3…At the end of Stage 3…
Overall Design ReviewPeer reviewSelf reflectionTeam analysisIndicators of success
Overall Design ReviewPeer reviewSelf reflectionTeam analysisIndicators of success
![Page 28: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/28.jpg)
Overall DesignOverall Design
To what extent is the entire unit coherent, with the elements of all three stages aligned?
To what extent is the entire unit coherent, with the elements of all three stages aligned?
![Page 29: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/29.jpg)
TimeframeTimeframe
Completion of Stage 1 – by the end of 08-09
Work and progress on Stage 2 – start in 08-09, continue in 09-10
Work and progress on Stage 3 – start in 08-09 (?), continue through 10-11
Overall design review – start in 09-10 (?), continue until !
Completion of Stage 1 – by the end of 08-09
Work and progress on Stage 2 – start in 08-09, continue in 09-10
Work and progress on Stage 3 – start in 08-09 (?), continue through 10-11
Overall design review – start in 09-10 (?), continue until !
![Page 30: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/30.jpg)
Immediate BenefitsImmediate Benefits
Already more alignment from Pre-K to grade 12
More structured curricular guidelines in place for new teachers
More conversations between subject areas about interdisciplinary work
Deliberate reflection of practice resulting in more thoughtful decisions about instruction
Already more alignment from Pre-K to grade 12
More structured curricular guidelines in place for new teachers
More conversations between subject areas about interdisciplinary work
Deliberate reflection of practice resulting in more thoughtful decisions about instruction
![Page 31: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/31.jpg)
Long(er)-term BenefitsLong(er)-term Benefits
Curriculum aligned to content-standards, which translates into a guaranteed curriculum for our students, Pre-K to 12
Ability to analyze the types of assessments given across grades and make decisions based on that data
Ability to look for overlapping content and skills to more deliberately make connections between content areas or to cut content
Curriculum aligned to content-standards, which translates into a guaranteed curriculum for our students, Pre-K to 12
Ability to analyze the types of assessments given across grades and make decisions based on that data
Ability to look for overlapping content and skills to more deliberately make connections between content areas or to cut content
![Page 32: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/32.jpg)
Next StepsNext Steps
Staff development provided by in-house trainers and external consultants
In sections and in teams, work on our curriculum mapping process in stages
Set toll-gates and checkpoints based on team and sectional goals
Staff development provided by in-house trainers and external consultants
In sections and in teams, work on our curriculum mapping process in stages
Set toll-gates and checkpoints based on team and sectional goals
![Page 33: Understanding by Design, UbD](https://reader035.vdocuments.mx/reader035/viewer/2022081421/56812c51550346895d90dcd0/html5/thumbnails/33.jpg)
Q/AQ/A
Are there any clarifying questions?
Are there any clarifying questions?