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—   



the ¶big ideas·


of UbD

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1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences


& instruction

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Rhe stages are logical but they go
against habits
  ›e·re used to jumping to lesson and
activity ideas - before clarifying our
performance goals for students
  By thinking through the assessments
upfront, we ensure greater alignment of
our goals and means, and that teaching is
focused on desired results

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  Rhe UBD template


embodies the 3 stages
of ´Backward Designµ

  Rhe DDN Curriculum


site provides an easy
mechanism for
exchange of ideas.
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Gt doesn·t matter where you start
as long as the final design is
coherent (all elements aligned)
  Clarifying one element or Stage often
forces changes to another
element or Stage
  Rhe template ´blueprintµ is logical
but the process is non-linear (think:
home improvement!)
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Õou·ve got to go
below the surface...
to uncover the
really ¶big ideas.·

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1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences


& instruction

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ey: Focus on Big ideas
  jnduring Understandings: ›hat specific insights —
about big ideas do we want students to leave with?
  ›hat essential questions will frame the teaching
and learning, pointing toward key issues and '
ideas, and suggest meaningful and provocative
inquiry into content?
  ›hat should students ànow and be able to do? &
  ›hat content standards are addressed explicitly (
by the unit?
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  specific generalizations about the ´big
ideas.µ Rhey summarize the key meanings,
inferences, and importance of the ¶content·
  Require ´uncoverageµ because they are not
´factsµ to the novice, but unobvious
inferences drawn from facts - counter-
intuitive & easily misunderstood
  deliberately framed as a full sentence
´moral of the storyµ A D tudents will
understand RR

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jlain - rovide thorough, Persective - can see and
suorted, and justifiable accounts of hear oints of view through critical eyes
henomena, facts and data and ears; see the big icture.

Gnterret - tell meaningful jmathize - find value in


stories; offer at translations; rovide a what others might find odd, alien, or
revealing historical or ersonal imlausible; erceive sensitively on the
dimension to ideas and events; maàe it basis of rior direct eerience.
ersonal or accessible through images,
anecdotes, analogies, and models. elf-nowledge -
erceive the ersonal style, rejudices,
ly - effectively use and adat rojections, and habits of mind that both
what is ànown in diverse contets. shae and imede our own
understanding; having an awareness of
what one does not understand and why
understanding is so hard

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Ëave no one obvious right answer.
ËRaise other imortant questions.
Ëddress the hilosohical or concetual
foundations of a disciline.
ËRecur naturally.
Ëre framed to rovoàe and sustain
student interest.

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oals -  
       


   

Gndicators -    


 
   



  
   

Benchmaràs -       


 

     
    
   

  

tandards -    

 
 


  
        
    
 

 
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ËBy oal, Gndicator, Benchmarà
Ë-5 for a 6 weeà unit of study

Remember these are the DBig Gdeas secifically addressed by


teaching and learning eeriences in the unit.

 ecific ànowledge and sàills (grade level standards)will also be


listed on the design temlate.

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Ro what etent are the targeted
understandings:

* jnduring
* Framed as eneralizations
* Framed by Provocative jssential
Questions

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hoose 1 to answer ËG was surrised
individually. ËG have been
wondering
hare resonse with ËG realized that
your team. ËRoday G learned...

Ream selects 2 to
share with grou.

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1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences


& instruction

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jvidence of understanding is a greater
challenge than evidence that the
student ànows a correct or valid
answer
  Understanding is inferred, not seen
  It can only be inferred if we see evidence
that the student knows why (it works) so
what? (why it matters), how (to apply it) ²
not just knowing that specific inference
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›e need atterns that overcome
inherent measurement error
  Sound assessment (particularly of State
Standards) requires multiple evidence over
time - a photo album vs. a single snapshot

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—  2   
åaried tyes, over time:
  authentic tasks and projects
  academic exam questions, prompts,
and problems
  quizzes and test items
  informal checks for understanding
  student self-assessments

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  Using the Facets of Understanding


  Considering a Range of Evidence
  Determining Possible Performances

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Build assessments anchored in


authentic tasàs using R P :
&   ›hat is the Goal in the scenario?

'   ›hat is the Role?


  ›ho is the Audience?

›hat is your Situation (context)?
#  

$   ›hat is the Performance challenge?


  By what Standards will work be judged
# in the scenario?

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6Gs realistic.
6Requires judgment and innovation.
6sàs a student to Ddo the subject.
6Relicates or simulates the contets in which adults are
tested in the woràlace.
6ssess a student·s ability to efficiently and effectively
use a reertoire of ànowledge and sàills to negotiate a
comle tasà.
6llows aroriate oortunities to rehearse, ractice,
and consult resources; obtain feedbacà on erformances;
and refine erformances and roducts.

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j. 
UBD Remlates
ËXolistic Frame
ËAnalytic Frame
ËRubiStar
ËAnalytic Frame for
ËPBL Checklists
the Facets
ËQuizStar

htt://4teachers.org

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Ro what etent do the assessment
rovide:

* åalid and Reliable Measures


* uthentic Performance Rasà
Oortunities
* ufficient and åaried Gnformation

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hoose 1 to answer ËG find it interesting
individually. that...
ËG have been
hare resonse with wondering
your team. ËRoday·s activities
caused me to thinà
Ream selects 2 to differently about __
share with grou. because...
ËRoday G learned...
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1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences


& instruction

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E
F E
F N
E G
C   A
R G
I I
V
N
G
E

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overage Misunderstanding
vs. and
Uncoverage Misconcetions

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›% 3% j% ‰% j% % -% *

› ´›here are we headed?µ (the student·s Q!)


Xow will the student be ¶hooked·?
›hat opportunities will there be to be equipped,
 and to experience and explore key ideas?
 ›hat will provide opportunities to rethink,
rehearse, refine and revise?
 Xow will students evaluate their work?
 Xow will the work be tailored to individual
needs, interests, styles?
 Xow will the work be organized for maximal
engagement and effectiveness?
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Ro what etent will students:
* now where they are headed and why?
* Be hooàed?
* jlore and eerience àey ideas?
* Reflect and Rethinà?
* jvaluate their own worà?
* ave worà tailored to meet their needs?
* Particiate in learning activities organized to
be engaging and effective?
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hoose 1 to answer ËG feel comfortable
individually. with...
ËG would liàe to
hare resonse with learn more about...
your team. ËG am still unclear
or unsure about...
Ream selects 2 to ËG realize G need to
share with grou. taàe a closer looà
at...
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onsider.

trengths
reas needing imrovement
Feedbacà
uidance

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Gn what ways
does the Bacàward Design Process
suort the Five ore Proositions of
D›hat ccomlished Reachers hould
now and Be ble to Do?

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