Creating an Enduring Understanding for the Primary and Elementary Teacher

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Creating an Enduring Understandingfor the
Primary and Elementary Teacher
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Norms for a Successful Session
Relax
Socialize
Take Care of Yourself
Give Your Absolute Best
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Montage
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A Concept-Based Approach to LearningUBD
Big Ideas we want students to understand
Students learn more than just facts and knowledge
Students internalize the information
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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
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Enduring Understanding
Big Idea
Lasting Value
Uncover
Transferable
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Enduring Understanding
Heart of Our Discipline
Whats Most Important In Our Field
Understanding from the Experience
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Student uncovering the big idea
Covering Subject Matter
Student must be allowed to uncover the big idea
through inquiry and investigation
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To Uncover is to find what is important
In what has been hidden
To reveal rather than conceal
The Concept
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To Uncover is to find what is important
In what has been hidden
To reveal rather than conceal The Concept
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Understand
UBD Designs Help Us Create Lessons Where
Students

• Learn

• Apply

• Transfer

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Important ideas or thoughts that have lasting
value beyond our classroom and can be appliedin
various situations throughoutour lives.
Enduring Understanding
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Key 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)

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Questions We Can Ask To Identify What An Enduring
Understanding Is NOT!

• Is it a full sentence?

(Enduring understandings are always full
sentences.)

• Is it an assessment or performance task?

(Enduring understandings are big ideas not
assessments.)
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Questions We Can Ask To Identify What An Enduring
Understanding Is NOT!

• Is it a question?

(Enduring understandings are never questions.)

• Is it a truism?

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Truisms
Truisms are statements that convey a feeling of
truth.

Truisms usually generate agreement and are
commonly accepted.
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Truisms
Things are always changing.

Practice makes perfect.
The early bird gets the worm.
Haste makes waste.
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Truisms
Do not require uncovering and that keeps them
from being a good enduring understanding

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Filtering System to Identify Enduring
Understandings
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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

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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

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Words that Identify Transferable Big Ideas
Cooperation
Rhythm
Change
Interaction
Systems
Friendship
Movement
Exploration
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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.

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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

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Filter 4 Big Idea
An enduring understanding IS the BIG IDEA
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So How BIG Is Big?
The degree of BIGNESS with an enduring
understanding would be whether the understanding
is overarching or topical
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Overarching Enduring Understandings
Transfer to other subjects
Have lasting value
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Topical Enduring Understandings
More specific and less transferablity
Concerned with subject being taught
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Course, 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
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Who Are You?
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Course, Unit or Day Statements?
The meat group builds strong muscles.
Healthy choices enhance our lives.
Food choices contribute to our physical and
mental health.
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Course, 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.
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Who Are You?
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Course, 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.
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Course, 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.
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Filtering System to Identify Enduring
Understandings
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Filtering 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.
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Creating a Meaningful Enduringunderstanding
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Three Circle Design
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What 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
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Four Rules of Thumb in Creating Understandings
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Four Rules of Thumb in Creating Understandings
An enduring understanding is
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Four Rules of Thumb in Creating Understandings
An enduring understanding is
A priority
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Four 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
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Four 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)
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Four Rules of Thumb in Creating Understandings
An enduring understanding is
Stated as an insightful universal generalization
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Four 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
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Four 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
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Four 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
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Four 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
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Six 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.

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Instruction is guided by national, state, and
district standards that specify what students
should know and be able to do.
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Content Standards
Goals we want students to achieve
Establish priorities for instruction and
assessment
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Providing opportunities for children to develop
proficiency in human movement and performance
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Learning fundamental movement skills and the
principles of human movement.
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Established Goal from the
Content Overview
Provide opportunities for children to develop
proficiency in movement and performance through
participation in games and lifetime activities.
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Established Goal from the
Content Overview
Provide opportunities for children to develop
proficiency in movement and performance through
participation in games and lifetime activities.
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• Key nouns
• proficiency movement activities

Enduring Understanding Students will
understand that. Proficiency of movement is
developed through activity.
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Six 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?

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Six 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.

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Important 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)
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Important 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)
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Key concepts that support balance Balance
Physical activity Equilibrium
Enduring Understanding
(The student will understand that)
Physical activity requires balance to maintain
ones equilibrium.
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Six 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.

• Identify key concepts.

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Favorite 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).
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Enduring Understanding
(The student will understand that.)
Spatial and body awareness develops fundamental
skills required to pursue a variety of physical
activities.
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Six 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.

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Course 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
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Course 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
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Course 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
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Course 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)
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Key Concept
Body Protection
Enduring Understanding
(Students will understand that)
Proper body protection promotes a healthy
lifestyle.
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Six 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.

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There is no absolute way to create an enduring
understanding
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Real-world applications
Important Skill
Content standards
Methods to Create a Meaningful Enduring
Understanding
Favorite Activity
Existing Unit
GLES
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Use 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
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Examine 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
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What 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
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Identify 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
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Identify 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
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If 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
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Look 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
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Look 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
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Take 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
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The 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.
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Now Its Your Turn!!!
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Real-world applications
Important Skill
Content standards
Methods to Create a Meaningful Enduring
Understanding
Favorite Activity
Existing Unit
GLES
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The Teacher
Ive come to a frightening conclusion that I am
the decisive element in the classroom.
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The Teacher
Its my personal approach that creates the
climate.
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The Teacher
Its my daily mood that makes the weather.
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The Teacher
As a teacher, I possess a tremendous power to
make a childs life miserable or joyous.
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The Teacher
I can be a tool of torture or an instrument of
inspiration.
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The Teacher
I can humiliate or humor, hurt or heal.
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The 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
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Congratualtions