The document discusses the Understanding by Design (UbD) framework for effective unit design. It provides examples of units designed with and without UbD principles. Key aspects of UbD include designing units backward from the desired understanding or transfer goals rather than focusing on activities or content coverage. Teachers are encouraged to identify the "big ideas" and ensure students can apply their learning to new situations through transfer tasks.

1. UbD as a Tool for Effective Unit Design Presented by Connie Petner, Libby Skinner, Gina Venezia, Bob Cashill, Tom White, Glenn Cesa, Anthony Lanzo, Rich Rampolla

2. Something to Think About

17. I taught spot to whistle. I can’t hear him whistling. I said I taught him. I didn’t say he learned it!

55. Transfer based on BIG Ideas permits future learning

57. Understanding – Anyone? Anyone?

58. Connections Are Key The Dingley Tariff The Hawley-Smoot Tariff How do you balance the goal of free trade with protection of US industries and workers? WTO & NAFTA

59. Big Ideas have to be Uncovered * Not obvious and often counterintuitive. * Like “guiding conjectures” – subject to refinement and adjustment as learning goes on. * Require consideration and reconsideration - Inquiry. * Have great transfer value.

60. You’ve got to go below the surface...

61. to uncover the really ‘big ideas.’

62. Transfer is Vital In each subject field there are some basic ideas which summarize much of what scholars have learned…These ideas give meaning to much that has been learned, and they provide the basic ideas for dealing with many new problems… We believe that this is a primary obligation of the scholars (and) teachers to search constantly for these abstractions, to find ways of helping students learn them, and especially to help students learn how to use them in a great variety of problem situations… Bloom, 1981, p.235

76. Consider: Westward Movement and Pioneer Life Unit Established Goals: National Standards for United States History 2D- Explain the lure of the West while comparing the illusions of migrants with the reality of the frontier. 5A- Demonstrate understanding of the movements of large groups of people in the US now and long ago. 2D- Analyze cultural interactions among diverse groups and consider multiple perspectives.

81. Misunderstanding by Design

83. 3 Stages of Backward Design 1. Identify desired accomplishments 2. Determine acceptable evidence 3. Plan learning experiences & instruction Then and only then

84. What we typically (incorrectly) do Identify content Brainstorm activities & methods Come up with an assessment Without Checking for Alignment Without Checking for Alignment

85. Refer to Template Sheets in your binder

106. Stage 2 of Backward Design 1. Identify desired accomplishments 2. Determine acceptable evidence 3. Plan learning experiences & instruction Then and only then

109. THINK LIKE AN ASSESSOR… http:// www.authenticeducationonline.org/course/view.php?id =14

113. Refer to Examples in your binder

114. Assess Transfer Through Performance http:// www.authenticeducationonline.org/course/view.php?id =14

118. Use a Variety of Assessments http:// www.authenticeducationonline.org/course/view.php?id =14

124. Final Thoughts….

131. UbD as a Tool for Effective Unit Design Day 3 Presented by Connie Petner, Libby Skinner, Gina Venezia, Bob Cashill, Tom White, Glenn Cesa, Anthony Lanzo, Rich Rampolla