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You’ve got to go below the surface
You’ve got to go below the surface		 Reliability: Snapshot vs
Reliability: Snapshot vs		 Assessment of Understanding Brainstorming…
Assessment of Understanding Brainstorming…		 Rubrics,Checklists and Other Evidence
Rubrics,Checklists and Other Evidence		 Stage 3 big idea:
Stage 3 big idea:
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The big ideas of UbD

содержание презентации «The big ideas of UbD.ppt»
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1the ‘big ideas’ of UbD. Understanding 17Enduring * Framed as Generalizations *
by Design. Framed by Provocative Essential Questions.
23 Stages of (“Backward”) Design. 18Reflection - Stage 1. Choose 1 to
3Why “backward”? The stages are logical answer individually. Share response with
but they go against habits We’re used to your team. Team selects 2 to share with
jumping to lesson and activity ideas - group. I was surprised… I have been
before clarifying our performance goals wondering… I realized that… Today I
for students By thinking through the learned...
assessments upfront, we ensure greater 193 Stages of Design: Stage 2.
alignment of our goals and means, and that 20Just because the student “knows it” …
teaching is focused on desired results. Evidence of understanding is a greater
4Understanding by Design Template. The challenge than evidence that the student
UBD template embodies the 3 stages of knows a correct or valid answer
“Backward Design” The DDN Curriculum site Understanding is inferred, not seen It can
provides an easy mechanism for exchange of only be inferred if we see evidence that
ideas. the student knows why (it works) so what?
5Misconception Alert: the work is (why it matters), how (to apply it) – not
non-linear. It doesn’t matter where you just knowing that specific inference.
start as long as the final design is 21Reliability: Snapshot vs. Photo Album.
coherent (all elements aligned) Clarifying We need patterns that overcome inherent
one element or Stage often forces changes measurement error Sound assessment
to another element or Stage The template (particularly of State Standards) requires
“blueprint” is logical but the process is multiple evidence over time - a photo
non-linear (think: home improvement!). album vs. a single snapshot.
6You’ve got to go below the surface... 22For Reliability & Sufficiency: Use
7to uncover the really ‘big ideas.’. a Variety of Assessments. Varied types,
83 Stages of Design, elaborated. 2. over time: authentic tasks and projects
Determine acceptable evidence. academic exam questions, prompts, and
9Stage 1 – Identify desired results. problems quizzes and test items informal
Key: Focus on Big ideas Enduring checks for understanding student
Understandings: What specific insights self-assessments.
about big ideas do we want students to 23Curricular Priorities and Assessment
leave with? What essential questions will Methods. Assessment Types Traditional
frame the teaching and learning, pointing quizzes and tests Paper-pencil
toward key issues and ideas, and suggest Selected-response Constructed-response
meaningful and provocative inquiry into Performance tasks and projects Open-ended
content? What should students know and be Complex Authentic.
able to do? What content standards are 24Assessment of Understanding
addressed explicitly by the unit? U. Q. K. Brainstorming…. Using the Facets of
CS. Understanding Considering a Range of
10Establishing Priorities. Knowledge Evidence Determining Possible
that is worth being familiar with. Performances.
Knowledge and skills that are important to 25G. R. A. S. P. S. Scenarios for
know and do. Understandings that are Authentic Tasks. Build assessments
enduring. anchored in authentic tasks using GRASPS:
11Taking a Closer Look at What is the Goal in the scenario? What is
Understandings: They are... specific the Role? Who is the Audience? What is
generalizations about the “big ideas.” your Situation (context)? What is the
They summarize the key meanings, Performance challenge? By what Standards
inferences, and importance of the will work be judged in the scenario? T.
‘content’ Require “uncoverage” because 26A Performance Task is Authentic if it…
they are not “facts” to the novice, but Is realistic. Requires judgment and
unobvious inferences drawn from facts - innovation. Asks a student to “do” the
counter-intuitive & easily subject. Replicates or simulates the
misunderstood deliberately framed as a contexts in which adults are tested in the
full sentence “moral of the story” – workplace. Assess a student’s ability to
“Students will understand THAT…”. efficiently and effectively use a
12Six Facets of Understanding. Explain - repertoire of knowledge and skills to
provide thorough, supported, and negotiate a complex task. Allows
justifiable accounts of phenomena, facts appropriate opportunities to rehearse,
and data Interpret - tell meaningful practice, and consult resources; obtain
stories; offer apt translations; provide a feedback on performances; and refine
revealing historical or personal dimension performances and products.
to ideas and events; make it personal or 27Rubrics,Checklists and Other Evidence.
accessible through images, anecdotes, UBD Templates Holistic Frame Analytic
analogies, and models. Apply - effectively Frame Analytic Frame for the Facets.
use and adapt what is known in diverse RubiStar PBL Checklists QuizStar
contexts. Perspective - can see and hear http://4teachers.org.
points of view through critical eyes and 28Test Design Against Standards. To what
ears; see the big picture. Empathize - extent do the assessment provide: * Valid
find value in what others might find odd, and Reliable Measures * Authentic
alien, or implausible; perceive Performance Task Opportunities *
sensitively on the basis of prior direct Sufficient and Varied Information.
experience. Self-Knowledge - perceive the 29Reflection - Stage 2. Choose 1 to
personal style, prejudices, projections, answer individually. Share response with
and habits of mind that both shape and your team. Team selects 2 to share with
impede our own understanding; having an group. I find it interesting that... I
awareness of what one does not understand have been wondering… Today’s activities
and why understanding is so hard. caused me to think differently about __
13Brainstorming Essential Questions because... Today I learned...
Based On the Facets. Interpretation 303 Stages of Design: Stage 3. 2.
Explanation Application critique describe Determine acceptable evidence.
build illustrate express create judge 31Stage 3 big idea:
justify design translate predict perform 32Taking a Closer Look at... Coverage
provide metaphors synthesize solve assume vs. Uncoverage. Misunderstanding and
role of be aware of analyze consider Misconceptions.
realize argue imagine recognize compare 33Think of your obligations via W. H. E.
relate reflect contrast role-play R. E. T. O. W. H. E. R. E. T. O. “Where
self-assess infer Empathy Self-Knowledge are we headed?” (the student’s Q!) How
Perspective. will the student be ‘hooked’? What
14Provocative Essential Questions. Have opportunities will there be to be
no one obvious right answer. Raise other equipped, and to experience and explore
important questions. Address the key ideas? What will provide opportunities
philosophical or conceptual foundations of to rethink, rehearse, refine and revise?
a discipline. Recur naturally. Are framed How will students evaluate their work? How
to provoke and sustain student interest. will the work be tailored to individual
15SD Content Standards. Goals - the needs, interests, styles? How will the
"end results" of what we expect work be organized for maximal engagement
after thirteen years of content study and effectiveness? L.
Indicators - further define the goals and 34Test Design Against Standards. To what
provide the targets and anchors for extent will students: * Know where they
instructional levels Benchmarks - are headed and why? * Be hooked? * Explore
articulate what the goal and indicator and experience key ideas? * Reflect and
represent at the different developmental Rethink? * Evaluate their own work? * Have
levels, providing the targets for student work tailored to meet their needs? *
performance Standards - represent the Participate in learning activities
classroom learning objectives or organized to be engaging and effective?
activities to help students reach the 35Reflection - Stage 3. Choose 1 to
expectations articulated in the answer individually. Share response with
benchmarks, indicators, and goals. your team. Team selects 2 to share with
16Identify the Content Standards for group. I feel comfortable with... I would
your Unit. By Goal, Indicator, Benchmark like to learn more about... I am still
3-5 for a 6 week unit of study Remember unclear or unsure about... I realize I
these are the “Big Ideas” specifically need to take a closer look at...
addressed by teaching and learning 36Peer Review. Consider…. Strengths
experiences in the unit. Specific Areas needing improvement Feedback
knowledge and skills (grade level Guidance.
standards)will also be listed on the 37NBPTS. In what ways does the Backward
design template. Design Process support the Five Core
17Test Design Against Standards. To what Propositions of “What Accomplished
extent are the targeted understandings: * Teachers Should Know and Be Able to Do”?
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The big ideas of UbD

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