Title: Creating an Enduring Understanding for the Primary and Elementary Teacher
1Creating an Enduring Understandingfor the
Primary and Elementary Teacher
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3Norms for a Successful Session
Relax
Socialize
Take Care of Yourself
Give Your Absolute Best
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5Montage
6A Concept-Based Approach to LearningUBD
Big Ideas we want students to understand
Students learn more than just facts and knowledge
Students internalize the information
7 Knowledge Vs. Concept
Focus on KNOWING
Focus on DOING
Recall of information
Active application
Expected to remember facts and skills
Remembers big ideas
Fewer, more significant topics
Focus on covering many topics
Passive reception of information
Active involvement
Teach to transfer knowledge across time and
disciplines
Memorization of facts
8Enduring Understanding
Big Idea
Lasting Value
Uncover
Transferable
9Enduring Understanding
Heart of Our Discipline
Whats Most Important In Our Field
Understanding from the Experience
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12Student uncovering the big idea
Covering Subject Matter
Student must be allowed to uncover the big idea
through inquiry and investigation
13To Uncover is to find what is important
In what has been hidden
To reveal rather than conceal
The Concept
14To Uncover is to find what is important
In what has been hidden
To reveal rather than conceal The Concept
15Understand
UBD Designs Help Us Create Lessons Where
Students
16Important ideas or thoughts that have lasting
value beyond our classroom and can be appliedin
various situations throughoutour lives.
Enduring Understanding
17Key Characteristics of anEnduring Understanding
- The Statement has value for years to come.
- The Statement could apply to several subjects.
(Transferable)
- The Statement is not easily understood. You have
to uncover to comprehend the meaning.
- The statement is framed in full-sentence
universal generalizations. (Big Idea)
18Questions We Can Ask To Identify What An Enduring
Understanding Is NOT!
(Enduring understandings are always full
sentences.)
- Is it an assessment or performance task?
(Enduring understandings are big ideas not
assessments.)
19Questions We Can Ask To Identify What An Enduring
Understanding Is NOT!
(Enduring understandings are never questions.)
20Truisms
Truisms are statements that convey a feeling of
truth.
Truisms usually generate agreement and are
commonly accepted.
21Truisms
Things are always changing.
Practice makes perfect.
The early bird gets the worm.
Haste makes waste.
22Truisms
Do not require uncovering and that keeps them
from being a good enduring understanding
23Filtering System to Identify Enduring
Understandings
24 Filter 1 Lasting Value
- The idea is universal in application
- The idea is timeless and carries through the ages
- The idea has value for years to come
25 Filter 2 Transferable
- The idea can be applied beyond the classroom
- Applying the idea to new and sometimes confusing
situations
- Capacity to take the idea and use it creatively
on our own
26Words that Identify Transferable Big Ideas
Cooperation
Rhythm
Change
Interaction
Systems
Friendship
Movement
Exploration
27 Filter 3 Uncovering
- Ideas that are not obvious
- The idea may be baffling to the novice
- The idea is complex and abstract
- The idea is counter-intuitive in nature
requiring uncoverage by the learner for meaning
and understanding.
28 Filter 4 Big Idea
- Are major concepts that anchor a unit or course
- Universal generalizations remembered by students
- Focuses on concepts that apply to new situations
within and beyond the subject
29 Filter 4 Big Idea
An enduring understanding IS the BIG IDEA
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31So How BIG Is Big?
The degree of BIGNESS with an enduring
understanding would be whether the understanding
is overarching or topical
32Overarching Enduring Understandings
Transfer to other subjects
Have lasting value
33Topical Enduring Understandings
More specific and less transferablity
Concerned with subject being taught
34Course, Unit or Day Statements
CourseOverarching Big Ideas (Transfer to other
subjects and throughout our life experiences)
Unit Topical Big Ideas(Concerned with subject
being taught)
Day Usually knowledge, skills or facts needed to
comprehend the big idea
35Who Are You?
36Course, Unit or Day Statements?
The meat group builds strong muscles.
Healthy choices enhance our lives.
Food choices contribute to our physical and
mental health.
37Course, Unit or Day Statements?
Course Healthy choices enhance our lives.
Unit Food choices contribute to our physical and
mental health.
Day The meat group helps build strong muscles.
38Who Are You?
39Course, Unit, or Day Statement?
Alcohol abuse hurts your liver and brain.
There are safe and unsafe substances that can be
taken into the body.
Safe choices reduce risk and injury.
40Course, Unit, or Day Statement?
Course Safe choices reduce risk and and injury.
UnitThere are safe and unsafe substances that
you can take into the body.
Day Alcohol abuse hurts your liver and brain.
41Filtering System to Identify Enduring
Understandings
42Filtering System To Identify Enduring
Understandings
Exploration through physical activity enhances
understanding and efficiency of body movement.
Movement and efficiency
Give an example of how behavior and decisions
affect ones lifestyle.
Our behavior and the decisions we make affect our
lifestyle.
Safe choices reduce risk and injury.
Is it our responsibility to be aware of hazards
and unsafe practices?
Food choices contribute to our physical and
mental health.
An apple a day keeps the doctor away.
43Creating a Meaningful Enduringunderstanding
44Three Circle Design
45What we want students to read, hear or view but
not necessarily remember
The knowledge and skills we want students to
accomplish in order to gain understanding
What we want our students to walk away with and
apply within their lives
Understandings that will anchor our unit
Understandings that will last for a long time
46Four Rules of Thumb in Creating Understandings
47Four Rules of Thumb in Creating Understandings
An enduring understanding is
48Four Rules of Thumb in Creating Understandings
An enduring understanding is
A priority
49Four Rules of Thumb in Creating Understandings
An enduring understanding is
A priority
Prioritize what is most important in our
specific field of study
Focus on a small number of transferable ideas
50Four Rules of Thumb in Creating Understandings
An enduring understanding is
A priority
Prioritize what is most important
Focus on a small number of transferable ideas
A declarative statement
(Students will understand that)
51Four Rules of Thumb in Creating Understandings
An enduring understanding is
Stated as an insightful universal generalization
52Four Rules of Thumb in Creating Understandings
An enduring understanding is
Stated as an insightful universal generalization
Stated as a sentence
Relationship between two or more concepts
Is written in present tense
53Four Rules of Thumb in Creating Understandings
An enduring understanding is
Stated as an insightful generalization
Stated as a sentence
Relationship between two or more concepts
Relationship between two or more concepts
Either overarching or topical
54Four Rules of Thumb in Creating Understandings
An enduring understanding is
Stated as an insightful generalization
Stated as a sentence
Relationship between two or more concepts
Either overarching or topical
Overarching being more transferable
55Four Rules of Thumb in Creating Understandings
An enduring understanding is
Stated as an insightful generalization
Stated as a sentence
Relationship between two or more concepts
Either overarching or topical
Overarching being more transferable
Topical being more specific to the subject area
56Six Potential Approaches in Creating an Enduring
Understanding
1 Begin with Content Standards
- Look for key concepts in the content overview.
- From the key concepts found in the content
overview establish your own goal.
- From your established goal look for key nouns.
- Use those nouns as your transferable words to
create an enduring understanding.
57Instruction is guided by national, state, and
district standards that specify what students
should know and be able to do.
58Content Standards
Goals we want students to achieve
Establish priorities for instruction and
assessment
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63Providing opportunities for children to develop
proficiency in human movement and performance
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65Learning fundamental movement skills and the
principles of human movement.
66Established Goal from the
Content Overview
Provide opportunities for children to develop
proficiency in movement and performance through
participation in games and lifetime activities.
67Established Goal from the
Content Overview
Provide opportunities for children to develop
proficiency in movement and performance through
participation in games and lifetime activities.
68- Key nouns
- proficiency movement activities
Enduring Understanding Students will
understand that. Proficiency of movement is
developed through activity.
69Six Potential Approaches in Creating an Enduring
Understanding
2 Begin with desired real-world
applications
- What does the content enable you to do in the
real world if you master it?
70Six Potential Approaches in Creating an Enduring
Understanding
3 Begin with an important skill
- Locate the content standard that refers to the
skill.
- Identify the key concepts that support the skill.
71Important Skill Balance
Content Standard Balance is a complex part of
physical activity. Balance is static and dynamic
and reflects the ability to maintain equilibrium
in relation to the force of gravity. (HP4)
72Important Skill Balance
Content Standard Balance is a complex part of
physical activity. Balance is static and dynamic
and reflects the ability to maintain equilibrium
in relation to the force of gravity. (HP4)
73Key concepts that support balance Balance
Physical activity Equilibrium
Enduring Understanding
(The student will understand that)
Physical activity requires balance to maintain
ones equilibrium.
74Six Potential Approaches in creating an Enduring
Understanding
4 Begin with a favorite activity
- Identify the skills, facts, and understandings
the activity is meant to accomplish.
- Locate appropriate content standards that apply
to this activity.
75Favorite Activity Bowling
Identify skills required for the activity
--Finger position---Rolling the ball---Eyes on
target--Proper footwork
Locate appropriate content standards that apply
to this activity
--Specific concept (spatial and body awareness)
and skills (rolling) in the primary grades are
the foundation for a broad spectrum of sport and
physical activities. (HP1,4)
Identify key concepts
--Spatial and body awareness.
--Skills (rolling, finger and eye position,
footwork).
76Enduring Understanding
(The student will understand that.)
Spatial and body awareness develops fundamental
skills required to pursue a variety of physical
activities.
77Six Common Entry Points to Create an Enduring
Understanding
5Begin with GLES
- Look for similar concepts found in your grade
level expectations.
- Determine the key concepts that run throughout
the chosen GLES.
78Course Health
Strand 3 Risk Assessment and Reduction
Unit 1 Disease Prevention and Control
Topic E HIV/AIDS Prevention Education
Identify how gloves protect us from bodily fluids
79Course Health
Strand 3 Risk Assessment and Reduction
Unit 2 Injury Prevention and Safety
Topic C Activity Related Injuries and
Environmental Conditions
Recognize that safety equipment is necessary to
protect the body during participation in sports
and recreational activities
80Course Health
Strand 3 Risk Assessment and Reduction
Unit 2Injury Prevention and Safety
Topic D Water-Related Emergencies
Identify specific safe practices in and around
water
81Course Health
Strand 3 Risk Assessment and Reduction
Unit 4 Environmental Health
Topic B Individual Responsiblity
Identify ways to protect the body from the
environment (sunscreen, insect repellant,
sunglasses, goggles, hat)
82Key Concept
Body Protection
Enduring Understanding
(Students will understand that)
Proper body protection promotes a healthy
lifestyle.
83Six Common Entry Points to Create an Enduring
Understanding
6 Begin with an existing unit
- Take your traditional lesson and place the
elements in the proper parts of the UBD template.
- Look at the template and try to find the big
idea.
84There is no absolute way to create an enduring
understanding
85Real-world applications
Important Skill
Content standards
Methods to Create a Meaningful Enduring
Understanding
Favorite Activity
Existing Unit
GLES
86Use content standards to find key nouns that will
give us the big ideas needed for the desired
enduring understanding.
Content standards
Real-world applications
Important Skill
Methods to Create a Meaningful Enduring
Understanding
Favorite Activity
Existing Unit
GLES
87Examine how our desired goals and performance
tasks will help students in real-world
applications.
Real World Applications
Content Standards
Important Skill
Methods to Create a Meaningful Enduring
Understanding
Favorite Activity
Existing Unit
GLES
88What is the most important skill you want your
students to walk away with in your subject area.
Important Skill
Real-world applications
Content Standards
Methods to Create a Meaningful Enduring
Understanding
Favorite Activity
Existing Unit
GLES
89Identify the big idea associated with that skill.
Important Skills
Real-world applications
Content Standards
Methods to Create a Meaningful Enduring
Understanding
Favorite Activity
Existing Unit
GLES
90Identify your favorite activity and see how it
relates to your content standards.
Favorite Activity
Real-world applications
Important Skill
Methods to Create a Meaningful Enduring
Understanding
Content Standard
Existing Unit
GLES
91If there is a correlation then examine the key
concepts needed in that activity to make it
something worth knowing in future years.
Favorite Activity
Real-world applications
Important Skill
Methods to Create a Meaningful Enduring
Understanding
Content Standards
Existing Unit
GLES
92Look at the grade level expectations and find a
common goal needed in them to accomplish the
outcomes.
GLES
Real-world applications
Important Skill
Methods to Create a Meaningful Enduring
Understanding
Favorite Activity
Existing Unit
Content Standards
93Look at your goal and uncover the enduring
understanding you want the students to comprehend
and keep.
GLES
Real-world applications
Important Skill
Methods to Create a Meaningful Enduring
Understanding
Favorite Activity
Existing Unit
Content Standards
94Take an existing unit and plug its components
into the UBD template.
Existing Unit
Real-world applications
Important Skill
Methods to Create a Meaningful Enduring
Understanding
Content Standards
Favorite Activity
GLES
95The more we think the learner can immediately
get it by hearing it or reading it the more
likely it is a fact and not an enduring
understanding.
96Now Its Your Turn!!!
97Real-world applications
Important Skill
Content standards
Methods to Create a Meaningful Enduring
Understanding
Favorite Activity
Existing Unit
GLES
98The Teacher
Ive come to a frightening conclusion that I am
the decisive element in the classroom.
99The Teacher
Its my personal approach that creates the
climate.
100The Teacher
Its my daily mood that makes the weather.
101The Teacher
As a teacher, I possess a tremendous power to
make a childs life miserable or joyous.
102The Teacher
I can be a tool of torture or an instrument of
inspiration.
103The Teacher
I can humiliate or humor, hurt or heal.
104The Teacher
In all situations, it is my response that decides
whether a crisis will be escalated or
de-escalated and a child humanized or
de-humanized.
Haim Ginot
105Congratualtions