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Understanding by Design: How Can We Promote Student Understanding, Rather than Just “Knowing/Doing”? John L. Brown, Ph.D. Presenter
Essential Questions for  This Workshop ,[object Object],[object Object],[object Object]
Welcome to  Understanding by Design! ,[object Object],[object Object],[object Object],[object Object],[object Object]
How Is UbD Aligned with NEASC Middletown High Year 2 Report? ,[object Object],[object Object],[object Object]
What Is  Understanding by Design? ,[object Object],[object Object]
What  Isn’t  It? ,[object Object],[object Object],[object Object]
As a Starting Point… (Sample Agenda: P. 17) ,[object Object],[object Object],[object Object]
As you start this workshop… ,[object Object],[object Object],[object Object]
Warming Up to Understanding  (I) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Warming Up to Understanding  (II) ,[object Object],[object Object]
Warming Up to Understanding  ,[object Object],[object Object],[object Object],[object Object]
Another Way of Seeing It… Monday =the day after the day after tomorrow Sunday =the day after tomorrow Saturday =tomorrow Friday =TODAY Thursday =yesterday Wednesday =the day before yesterday. Tuesday =day before the day before yesterday.
A Reflection Checkpoint ,[object Object],[object Object],[object Object]
An Essential Question for You to Consider… ,[object Object]
Some Long-Term Trends That We Need to Consider: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A Few Trends Confronting Educational Leaders Today… ,[object Object],[object Object],[object Object],[object Object],[object Object]
An Emerging Continuum… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
“ The New Basics: Education and the Future of Work in the Telematic Age” ,[object Object]
Thornburg (Part II):  “The New Basics” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Addressing These Trends Through Student Engagement… ,[object Object],[object Object]
Student Engagement:   Some Commonly Identified Behaviors A Condition of  “Flow” Understanding Rather than Memorization Seeing “the Big Picture” Transferability & Sustainability Ability to Set and Achieve Personal Goals Connections to the Student’s World Self-Monitoring & Regulation Sense of Authenticity and Purpose Motivation & Sense of Excitement
How Can We Tell When  Students Are Understanding? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Six Facets of  Understanding  (P. 155) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Explanation ,[object Object],[object Object],[object Object]
Interpretation ,[object Object]
Application ,[object Object]
Perspective ,[object Object]
Empathy ,[object Object]
Self-Knowledge ,[object Object]
A Reflection Checkpoint ,[object Object],[object Object],[object Object],[object Object]
Essential Question One ,[object Object]
How Do  You  Learn? ,[object Object],[object Object],[object Object]
Some Starting Points… ,[object Object],[object Object],[object Object]
Understanding by Design: Principles of Learning ,[object Object],[object Object],[object Object]
What Do Current Learning Theory and Research Tell Us? Creativity and “Flow” Brain-Compatible Teaching and Learning Emotional Intelligence The Constructivist Classroom Multiple Learning Styles, Modalities, and Intelligences Cognitive Learning Theory
Cognitive Learning Theory   ,[object Object],[object Object],[object Object],[object Object]
The Constructivist Classroom ,[object Object],[object Object],[object Object],[object Object],[object Object]
Brain-Compatible Teaching  and Learning ,[object Object],[object Object],[object Object],[object Object]
Multiple Modalities, Learning Styles, and Intelligences ,[object Object],[object Object],[object Object]
Emotional Intelligence ,[object Object],[object Object],[object Object],[object Object]
Creativity and “Flow” ,[object Object],[object Object],[object Object],[object Object]
Coaching Activity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Creating a  Philosophy of  Learning  for Your School ,[object Object],[object Object],[object Object],[object Object]
Place Your Bets! ,[object Object],[object Object],[object Object]
Place Your Bets ONE… ,[object Object],[object Object]
What Does the Research Tell Us About Student Understanding? ,[object Object],[object Object]
What Does the Research Tell Us? (II) ,[object Object],[object Object],[object Object],[object Object]
Place Your Bets TWO… ,[object Object],[object Object]
What Does the Research Tell Us? (III) ,[object Object],[object Object],[object Object]
Place Your Bets THREE… ,[object Object],[object Object]
An “Overloaded” Curriculum ,[object Object]
Place Your Bets FOUR… ,[object Object],[object Object]
What’s It All Mean? ,[object Object],[object Object]
Why Should We Care? ,[object Object],[object Object]
What Are the Implications for Your School and District? ,[object Object],[object Object],[object Object]
Essential Question Two ,[object Object]
To What Extent Is There Alignment in Your Curriculum? The Learned The Tested The Supported The Written The Taught The Ideal and the Organic
Curriculum  (Activity One) ,[object Object],[object Object],[object Object]
Curriculum  (Activity Two) ,[object Object],[object Object],[object Object]
Curriculum as a System for Managing Learning (Susan Kovalik & Associates) Mastery/ Real-World Application : An ongoing goal for all learners. Immediate Feedback :   Ongoing and multiple  forms of assessment. Collaboration :   All classrooms are genuine communities of learning and inquiry. Adequate Time :   A core curriculum allows teachers to teach for depth, not coverage. Choices :  Whenever possible, learners can help to shape their own learning decisions and focus. Enriched Environment :  Learner-Centered and Experiential Movement  Used to Enhance Learning Meaningful Content :   Purpose and Authenticity Absence of Threat :  Commitment to Nurturing Reflective Thinking for All Learners
… So What Can We  Do About It? ,[object Object],[object Object],[object Object],[object Object],[object Object]
… What Role Should Differentiation Play? ,[object Object],[object Object],[object Object]
Key Principles of Differentiation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
To What Extent Has Your District Accomplished the Following? (I) ,[object Object],[object Object],[object Object],[object Object],[object Object]
To What Extent Has Your District Ensured the Following? (II) ,[object Object],[object Object],[object Object]
Essential Question  Three ,[object Object]
“ Backward Design”  (P. 12) ,[object Object],[object Object],[object Object],[object Object]
Backward Design at a Glance  (P. 12) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
UbD, Curriculum Mapping and Alignment (pp. 18-22) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Reflection Activity  ,[object Object],[object Object]
An Essential Question for You to Consider… ,[object Object]
The UbD “Three-Circle Audit” Process  (pp. 78-79) Worth Being Familiar With... All Students Should  Know and Be Able to Do... Enduring  Understandings
The Understanding by Design Three-Circle Audit ,[object Object],[object Object],[object Object],[object Object],[object Object]
For Example… ,[object Object],[object Object],[object Object],[object Object]
Into Which Circle Would You Place the Following Learning Goals…? 9. Trace universal patterns, themes, and motifs common to art through the ages.  (Humanities, Grade 12) 8. Identify key figures who contributed to the development of modern statistics.  (College-Level Intro. to Statistics Course) 7. Describe eating patterns and menus from previous historical eras.  (Health, Grade 4) 6. Interpret how a primary source document reflects political bias on the part of an author.  (U.S. History, Grade 8) 5. Apply the habits of mind used by scientists to engage in scientific inquiry.  (Science, Grade 5) 4. Explain how we can use the relationships between sounds and letters to make sense of text.  (Reading, Grade 1) 3. Describe how a bill becomes law at state and national levels.   (Civics, Grade 9)   2. Use the Periodic Table to identify the atomic weights of carbon, oxygen, and helium.   (Chemistry, Grade 11) 1. Identify the years in which Mark Twain was born and died.  (English, Grade 8)
To What Extent Do You Have a Core Curriculum? ,[object Object],[object Object],[object Object],[object Object]
To What Extent Are Your School and District in Consensus About… ,[object Object],[object Object],[object Object]
Reflection Activity (1) ,[object Object],[object Object]
Reflection Activity (2)   ,[object Object]
To What Extent Do Your Desired Results Address Understanding? ,[object Object],[object Object],[object Object]
“ Big Ideas” as Curriculum Organizers (P.69) ,[object Object],[object Object],[object Object],[object Object]
Categories for “Big Ideas”  (pp. 71-75) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Introducing  Enduring Understandings:   A Concept-Attainment Activity (P. 107) ,[object Object],[object Object]
Enduring Understandings   (P. 115) ,[object Object],[object Object],[object Object],[object Object]
Sample Enduring Understandings ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Overarching vs.Topical Understandings (P. 114) ,[object Object],[object Object],[object Object]
Examples of Overarching and Topical Enduring Understandings ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Avoiding Common Pitfalls… (P. 116) ,[object Object],[object Object],[object Object]
Try Your Hand at Correcting the Following “Flawed” Enduring Understandings… ,[object Object],[object Object],[object Object],[object Object]
Some Possible Alternative Versions… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
An “Algorithm” for Creating Enduring Understandings (pp. 120-121) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Create Enduring Understandings from the Following Standards: ,[object Object],[object Object],[object Object]
Introducing Essential Questions:  A Concept-Attainment Activity (P. 88) ,[object Object],[object Object]
Essential Questions…(P. 91) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Sample Essential Questions (pp. 93-103) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Overarching vs.Topical Essential Questions (P. 92) ,[object Object],[object Object],[object Object]
Examples of Overarching and Topical Essential Questions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Avoiding Common Pitfalls…(P. 106) ,[object Object],[object Object],[object Object],[object Object]
Try Your Hand at Correcting the Following “Flawed” Essential Questions… ,[object Object],[object Object],[object Object],[object Object],[object Object]
An Algorithm for Creating Essential Questions  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Create Essential Questions from the Following Enduring Understandings: ,[object Object],[object Object],[object Object],[object Object],[object Object]
Enabling Knowledge Objectives ,[object Object],[object Object],[object Object]
The Structure of Knowledge (pp. 65-68) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Declarative Knowledge (Know) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Procedural Knowledge (Do) ,[object Object],[object Object],[object Object]
To What Extent  Do Your Desired Results Contain Objectives That Emphasize the Six Facets of Understanding? (P. 161) ,[object Object],[object Object],[object Object]
For Example… ,[object Object],[object Object],[object Object],[object Object],[object Object]
Activity  ,[object Object],[object Object]
Activity  ,[object Object],[object Object]
Essential Question  Four ,[object Object]
Assessing Understanding: Some Starting Points… ,[object Object],[object Object],[object Object]
Curricular Priorities and Assessment Methods   (P. 141) Worth Being Familiar With... All Students Should  Know and Be Able to Do... Enduring  Understandings ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Assessing Your Assessments… (P. 142) ,[object Object],[object Object],[object Object],[object Object]
Assessing Your Assessments (P. 143) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Assessing Understanding: Some Starting Points… ,[object Object],[object Object],[object Object]
Differentiating Assessments:  Some Questions for Your Consideration ,[object Object],[object Object],[object Object]
Criteria for Differentiated Assessment “Products”  ,[object Object],[object Object],[object Object],[object Object],[object Object]
Activity  ,[object Object],[object Object]
Constructed-Response  Test Items ,[object Object],[object Object],[object Object],[object Object]
Sample Constructed- Response Test Items ,[object Object],[object Object],[object Object]
Activity  ,[object Object]
Formal and Informal  Reflective Assessments ,[object Object],[object Object],[object Object],[object Object]
Sample Reflective Assessment Activities ,[object Object],[object Object],[object Object],[object Object],[object Object]
Activity  ,[object Object]
The Academic Prompt ,[object Object],[object Object],[object Object]
A Sample Academic Prompt with a  F A T- P ,[object Object]
Activity  ,[object Object],[object Object]
Elements of an Effective Performance  Task and Culminating Project ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A Sample  G .R. A . S . P . S . ,[object Object]
You’re a Winner! ,[object Object],[object Object],[object Object]
The Small-Print Issues… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Activity  ,[object Object]
Some Approaches to Differentiating Assessments Multiple Learning Modality Options Varied Journal Prompts Independent Study Anchored Activities and Varied Texts and Materials Curriculum Compacting Orbital Studies Cooperative Learning JIGSAWS Varied Homework Learning Contracts Aligning Products with Multiple Intelligences Interest Groups Tiered Centers Complex Instruction Interest Centers Tiered Lessons
Assessing  Performance Tasks ,[object Object],[object Object],[object Object]
Modified Holistic  Scoring Rubric (P. 182) ,[object Object],[object Object],[object Object]
The Analytic-Trait Rubric  (P. 188) The performance or product is  ineffective. Shows  little apparent understanding  of  the relevant ideas and processes… 1 The performance or product is  somewhat effective … Shows a  somewhat naïve or limited understanding  of  relevant ideas or processes… 2 The performance or product is  effective … Shows a  solid understanding  of the  relevant ideas and processes… 3 The performance or product is  highly effective … Shows a  sophisticated understanding  of  relevant ideas and processes…   4 35 percent Weights:  65 percent Scale Performance or Performance Quality Understanding Traits
Analytic Scoring Guide ,[object Object],[object Object],[object Object]
Essential Question  Five ,[object Object]
Designing Instructional Activities (I) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Designing Instructional Activities  to Promote Understanding (II) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
“ W”  Essential Questions (pp. 215-216) ,[object Object],[object Object],[object Object],[object Object]
“ H”  Strategies  (P. 217) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
“ E”  Essential Questions (pp. 218-219) ,[object Object],[object Object],[object Object]
“ R”  Essential Questions (pp. 221-222) ,[object Object],[object Object],[object Object]
Sample  “E”  Questions (P. 223) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
“ T”  Essential Questions (P. 224) ,[object Object],[object Object],[object Object]
“ O”  Essential Questions (P. 225) ,[object Object],[object Object],[object Object]
Activity Seventeen ,[object Object],[object Object]
Some Final Thoughts… ,[object Object]
We’ve Explored… ,[object Object],[object Object],[object Object],[object Object],[object Object]
One Last Note About the  Learning Organization… ,[object Object],[object Object],[object Object],[object Object]
Activity  ,[object Object],[object Object]
Creating Your  Own UBD Unit  (I) ,[object Object],[object Object],[object Object],[object Object]
Creating Your  Own UBD Unit  (II) ,[object Object],[object Object],[object Object]
Creating Your  Own UBD Unit  (III) ,[object Object],[object Object],[object Object],[object Object]
Creating Your  Own UBD Unit  (IV) ,[object Object],[object Object],[object Object],[object Object]
Creating Your  Own UBD Unit  (V) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Creating Your  Own UBD Unit  (VI) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Creating Your  Own UBD Unit  (VII) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Creating Your  Own UBD Unit  (VIII) ,[object Object],[object Object],[object Object],[object Object]
Creating Your  Own UBD Unit  (IX) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Creating Your  Own UBD Unit  (X) ,[object Object],[object Object],[object Object],[object Object]
Creating Your  Own UBD Unit  (XI) ,[object Object],[object Object]
Enabling Knowledge ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Enabling Knowledge Objectives ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Creating Your  Own UBD Unit  (XII) ,[object Object]
Creating Your  Own UBD Unit  (XIII) ,[object Object]
Creating Your  Own UBD Unit  (XIV) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Creating Your  Own UBD Unit  (XV) ,[object Object]
Creating Your  Own UBD Unit  (XVI) ,[object Object],[object Object]
Creating Your  Own UBD Unit  (XVII) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Promoting Student Understanding 2

  • 1. Understanding by Design: How Can We Promote Student Understanding, Rather than Just “Knowing/Doing”? John L. Brown, Ph.D. Presenter
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  • 12. Another Way of Seeing It… Monday =the day after the day after tomorrow Sunday =the day after tomorrow Saturday =tomorrow Friday =TODAY Thursday =yesterday Wednesday =the day before yesterday. Tuesday =day before the day before yesterday.
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  • 21. Student Engagement: Some Commonly Identified Behaviors A Condition of “Flow” Understanding Rather than Memorization Seeing “the Big Picture” Transferability & Sustainability Ability to Set and Achieve Personal Goals Connections to the Student’s World Self-Monitoring & Regulation Sense of Authenticity and Purpose Motivation & Sense of Excitement
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  • 35. What Do Current Learning Theory and Research Tell Us? Creativity and “Flow” Brain-Compatible Teaching and Learning Emotional Intelligence The Constructivist Classroom Multiple Learning Styles, Modalities, and Intelligences Cognitive Learning Theory
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  • 57. To What Extent Is There Alignment in Your Curriculum? The Learned The Tested The Supported The Written The Taught The Ideal and the Organic
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  • 60. Curriculum as a System for Managing Learning (Susan Kovalik & Associates) Mastery/ Real-World Application : An ongoing goal for all learners. Immediate Feedback : Ongoing and multiple forms of assessment. Collaboration : All classrooms are genuine communities of learning and inquiry. Adequate Time : A core curriculum allows teachers to teach for depth, not coverage. Choices : Whenever possible, learners can help to shape their own learning decisions and focus. Enriched Environment : Learner-Centered and Experiential Movement Used to Enhance Learning Meaningful Content : Purpose and Authenticity Absence of Threat : Commitment to Nurturing Reflective Thinking for All Learners
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  • 72. The UbD “Three-Circle Audit” Process (pp. 78-79) Worth Being Familiar With... All Students Should Know and Be Able to Do... Enduring Understandings
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  • 75. Into Which Circle Would You Place the Following Learning Goals…? 9. Trace universal patterns, themes, and motifs common to art through the ages. (Humanities, Grade 12) 8. Identify key figures who contributed to the development of modern statistics. (College-Level Intro. to Statistics Course) 7. Describe eating patterns and menus from previous historical eras. (Health, Grade 4) 6. Interpret how a primary source document reflects political bias on the part of an author. (U.S. History, Grade 8) 5. Apply the habits of mind used by scientists to engage in scientific inquiry. (Science, Grade 5) 4. Explain how we can use the relationships between sounds and letters to make sense of text. (Reading, Grade 1) 3. Describe how a bill becomes law at state and national levels. (Civics, Grade 9) 2. Use the Periodic Table to identify the atomic weights of carbon, oxygen, and helium. (Chemistry, Grade 11) 1. Identify the years in which Mark Twain was born and died. (English, Grade 8)
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  • 133. Some Approaches to Differentiating Assessments Multiple Learning Modality Options Varied Journal Prompts Independent Study Anchored Activities and Varied Texts and Materials Curriculum Compacting Orbital Studies Cooperative Learning JIGSAWS Varied Homework Learning Contracts Aligning Products with Multiple Intelligences Interest Groups Tiered Centers Complex Instruction Interest Centers Tiered Lessons
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  • 136. The Analytic-Trait Rubric (P. 188) The performance or product is ineffective. Shows little apparent understanding of the relevant ideas and processes… 1 The performance or product is somewhat effective … Shows a somewhat naïve or limited understanding of relevant ideas or processes… 2 The performance or product is effective … Shows a solid understanding of the relevant ideas and processes… 3 The performance or product is highly effective … Shows a sophisticated understanding of relevant ideas and processes… 4 35 percent Weights: 65 percent Scale Performance or Performance Quality Understanding Traits
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