UbD Stage 1

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UbD - Stage 1

• Identify the Desired Results

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If we are designing for Understanding

• What does Understanding mean?
• Is it
• Knowing facts?
• Solving a math problem?
• Summarizing a chapter of reading?
• Building a sled?
• Is it creating a webpage?
• If we want students to understand, what do we
  really expect of them?
• Is there a difference between knowing and
  understanding?

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• Understanding is the result of facts acquiring
  meaning for the learner.
• Dewey 1933

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• Understanding is the ability to marshal skills
  and facts wisely and appropriately, through
  effective application, analysis, synthesis, and
  evaluation to understand is to have done it in
  the right way, often reflected in being able to
  explain why a particular skill, approach or body
  of knowledge is or is not appropriate in a
  particular situation.
• Bloom 1956

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• Understanding is the ability to transfer learning
  to new, different and unique experiences.
• Wiggins

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Challenge

• To make understanding (transference) more likely
  by design rather than by luck

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Stage 1 - Components of Design

• Desired outcome/learning goals
• Essential questions based on big idea
• Key/specific knowledge and skills

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Teaching should be centered on big ideas

• Big ideas provide the basis for transfer
• education with inert ideas is not only useless
  it is above all things, harmful. Let the main
  ideas which are introduced be few and important,
  and let them be thrown into every combination
  possible. Whitehead 1929
• The big ideas are the desired understandings in
  your planning process

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Our Big Idea

• Teach so that others may understand.
• key big ideas are not finished in a lesson
  they are enduring understandings, connect
  lessons throughout the year or years of learning

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Established Goals

• Short or long-term
• May (probably will) be the standards you will
  help students understand

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Our learning goals

• understand the need for deeper understanding
• plan teaching for learning
• collaborate with other teachers

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Essential Questions

• Key the goal is to pursue the question, not
  necessarily answer it
• Know that the answers students will find should
  only lead to more questions . That is when
  learning takes place!
• To question means to lay open, to place in the
  open. Only a person who has questions can have
  real understanding.
• Gadamer, 1994

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A question is essential if

• It is important and recurring
• It questions a core idea or big idea within the
  discipline
• It helps students inquire and make sense of
  content
• It hooks and holds the attention of the learners

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Our Essential Question

• Do we Understand?

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Key Knowledge and Skills

• What will students know and be able to do???
• (unpacking the standards/established goal)

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At the end of this session, participants will

• KNOW
• the need for deeper understanding (transfer
  between content areas and levels)
• what understanding for understanding/learning
  means
• Be Able to
• create a unit/lesson designed with the learning
  outcomes as the driving force (UBD)
• collaborate with other teachers to enhance
  lesson planningshare products with others (WIKI
  and 'museum' walk)
• communicate an understanding for
  understanding/learning

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Stage 1 - summarized

• Established goals (standards)
• Big Idea or Understanding that is Desired
• Essential question to be addressed
• Key knowledge (know and be able to do)
• Remember these can be developed in any order
  - it is not a step-by-step process