Understanding by Design

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(No Transcript)
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Understanding by Design

• An Overview
• by
• Eduardo M. Valerio, Ph.D.

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The Authors

• Grant WigginsGrant Wiggins, Ed.D., is the
  President and Director of Programs for Relearning
  by Design, a not-for-profit educational
  organization in Pennington, NJ.

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The Authors

• Jay McTigheJay McTighe provides consulting
  services to schools, districts, regional service
  agencies and state departments of education. He
  is an experienced educator and noted author who
  also makes effective presentations at
  conferences.
• http//www.jaymctighe.com/probio.html

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Using WHERE

• Designing lessons backward from standards

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Using WHERE
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Using WHERE

• W stands for students knowing
• Where they are heading,
• Why they are heading there,
• What they know,
• Where they might go wrong in the process, and
• What is required of them.

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Using WHERE

• H stands for
• Hooking the students on the topic of study

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Using WHERE

• E stands for students
• Exploring and
• Experiencing ideas and being
• Equipped with the necessary understanding to
  master the standard being taught.

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Using WHERE

• R stands for providing opportunities for students
  to
• Rehearse,
• Revise, and
• Refine their work.

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Using WHERE

• E stands for student
• Evaluation
• Resource
• http//www.siskiyous.edu/shasta/les/back.htm
• Backwards Design from Standards to Lesson Plans
• Also available on course homepage Course Info,
  Current Semester, Articles for LANG 313,
  Understanding by Design Articles and Resource
  Links, Using WHERE to Create Lesson Plans

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Backward design is

• Compatible with other programs or approaches and
  should be considered a framework that can be used
  to assist teachers in designing or redesigning
  teaching materials to enhance learning
  understanding.

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Stages of Backward Design

• Identify Stage 1
• desired
• results

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Stages of Backward Design

• Determine Stage 2
• acceptable
• evidence

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Stages of Backward Design

• Stage 3
• Plan learning experiences
• and instruction

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Thinking through Stage 1
First, decide the field of possible content
(topics, skills, and resources) valuable for
study
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Thinking through Stage 1
Sharpen choices to specify important knowledge
students must know
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Thinking through Stage 1
Anchors
Big ideas and important understandings that
students should retain beyond the details they
studied
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Filtering Decisions in Stage 1

• Does the idea, topic or process represent a big
  idea (endures beyond the details)
• Can you relate your idea, topic or process that
  will anchor it to something meaningful?

BIG IDEA
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Filtering Decisions in Stage 1

• Does the idea, topic or process reside at the
  heart of the discipline? (relevance,
  authenticity, centrality)

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Filtering Decisions in Stage 1

• To what extent does the idea, topic or process
  require uncoverage? (Additional information or
  background to avoid misconceptions or errors in
  thinking)
• (bullfighting)

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Filtering Decisions in Stage 1

• To what extent does the idea, topic or process
  offer potential for engaging students?
• Bring textbook study to life through inquiry,
  simulation, debate or other kinds of inherently
  engaging experiences.

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Filtering Decisions in Stage 1

• To what extent does the idea, topic or process
  offer potential for engaging students?
• Consider moving away from the textbookusing it
  to guide content or topics, but not following
  the textbook and the exercises as a prescription
  for language learning.

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Filtering Decisions in Stage 1

• To what extent does the idea, topic or process
  offer potential for engaging students?
• Design lessons to provoke student interest by
  asking questions, discussing issues or problems.

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Filtering Decisions in Stage 1

• To what extent does the idea, topic or process
  offer potential for engaging students?
• Design one question or discussion to serve as a
  gateway to other ideas or topics.

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Filtering Decisions in Stage 2

• Determine Acceptable Evidence
• How will we know if students have achieved the
  desired results and met the standards?
• What will we accept as evidence of student
  understanding and proficiency?

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Filtering Decisions in Stage 2

• Determine Acceptable Evidence
• Think in terms of the collected assessment
  evidencenot just content to be covered or a
  series of learning activities

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Filtering Decisions in Stage 2

• Determine Acceptable Evidence
• Continuum of Assessment Methods
• Informal checks for understanding
• Observation/Dialogue
• Quiz/Test
• Academic Prompt (stimulates critical thinking)
• Performance task/Project

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Filtering Decisions in Stage 2

• Determine Acceptable Evidence
• Use assessments appropriately to evaluate student
  achievement among the three levels of instruction
  in Stage 1
• See Chapter 1 figure 1.5
• http//www.ascd.org/portal/site/ascd/template.chap
  ter/menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?cha
  pterMgmtId4188fa36dfcaff00VgnVCM1000003d01a8c0RCR
  D

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Filtering Decisions in Stage 3

• Plan Learning Experiences and Instruction
• Once clearly identified results have been
  identified (enduring understanding and
  appropriate evidence), consider how to plan
  instructional activities to produce learner
  language skills and cultural understanding that
  can be demonstrated.

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Filtering Decisions in Stage 3

• Plan Learning Experiences and Instruction
• What enabling knowledge (facts, concepts, and
  principles) and skills (procedures) will students
  need to perform effectively to achieve desired
  results?

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Filtering Decisions in Stage 3

• Plan Learning Experiences and Instruction
• What activities will equip students with needed
  knowledge and skills?

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Filtering Decisions in Stage 3

• Plan Learning Experiences and Instruction
• What will need to be taught and coached, and how
  should it best be taught, in light of performance
  goals?

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Filtering Decisions in Stage 3

• Plan Learning Experiences and Instruction
• Is the overall design coherent and effective?

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Big Picture of a Design Approach
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Big Picture of a Design Approach

• The complete graphic for this table is available
  at the end of Chapter Two in Understanding by
  Design
• As you scroll down, review all the figures up to
  this point
• http//www.ascd.org/portal/site/ascd/template.chap
  ter/menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?cha
  pterMgmtId4188fa36dfcaff00VgnVCM1000003d01a8c0RCR
  D

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Goal

• Work to develop understanding, which is
  fundamentally different from knowledge and skill.
• You can use these principles to guide you into
  effective unit building and directing curriculum
  elements toward greater learning and student
  engagement

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Integrated Performance Assessment

• Interpretive Task (Feedback)
• Interpersonal Task (Feedback)
• Presentational Task (Feedback)

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Integrated Performance Assessment

• This type of effective backward design teaching
  plan is described in the Annenberg Library video
  on Assessment Strategies (3)
• http//www.learner.org/resources/series185.html

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• End of presentation