logging in or signing up Understanding by Design: An Overview mannrentoy Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 3582 Category: Education License: All Rights Reserved Like it (14) Dislike it (1) Added: February 15, 2010 This Presentation is Public Favorites: 1 Presentation Description to request a copy of the presentation, email mannrentoy@gmail.com or visit www.mannrentoy.com to find the download link Thank you! Comments Posting comment... By: kyleen (7 month(s) ago) Kindly permit me to download your UbD presentation. I find it interesting and useful. Saving..... Post Reply Close Saving..... Edit Comment Close By: kyleen (7 month(s) ago) Pls consider me in downloading your powerpoint presentation. I find it interesting! Saving..... Post Reply Close Saving..... Edit Comment Close By: Rem123 (10 month(s) ago) May i request a copy of your presentation? It will be a great help to our teachers. Thanks and God Bless! Saving..... Post Reply Close Saving..... Edit Comment Close By: leonicole01 (10 month(s) ago) can i download the powerpoint for my report on strategies. Saving..... Post Reply Close Saving..... Edit Comment Close By: vfierro (10 month(s) ago) Can I download the UbD PPP? I'm planning a training for the new teachers at our school and believe it will be of great value for them to see it. Thank you, Saving..... Post Reply Close Saving..... Edit Comment Close loading.... See all Premium member Presentation Transcript Slide 3: Understanding UbD the ‘big ideas’ of UbD By Mann Rentoy Fist to five : Fist to five What is your understanding of UbD? Fist is you got nothing Five is you’ve written best selling books about UbD Slide 10: What is UbD? Slide 11: The goal of UbD is merely to ensure that learning goals and evidence of learning follow a deliberate design so that all teachers regardless of genetic gifts or dispositions or sense of devotion or dedication are able to impart real learning based on understanding and not merely on rote knowledge or aimless recall. Slide 12: UbD provides structure for kids & educators Slide 13: UbD is something you can actually use Slide 14: The brain looks for patterns Discrete pieces of data don’t make sense It tries to chunk data into “icons” Slide 18: So . . . what do you want kids to walk away understanding? Slide 19: Worth being familiar with Important to know & do “Big ideas” worth understanding Enduring understandings Foundational concepts/skills “nice to know” Slide 20: 3 Stages of (“Backward”) Design Slide 21: Why “backward”? they go against habits: Lesson Activities Test Slide 22: The “big ideas” of each stage: What are the big ideas? What’s the evidence? How will we get there? Slide 23: What are the 3 stages of Design? Slide 24: 2. Determine acceptable evidence 3 Stages of Design Slide 25: Stage 1 – Identify desired results. Key: Focus on Big ideas Enduring Understandings Essential Questions What should students know and be able to do? What content standards are addressed explicitly by the unit? Slide 26: Understandings: examples... Great artists often break with conventions to better express what they see and feel. Price is a function of supply and demand. Friendships can be deepened or undone by hard times History is the story told by the “winners” The storyteller rarely tells the meaning of the story Slide 27: Understanding goes beyond knowing. Understanding goes beyond doing. Rote memorization and activity are not genuine understanding. Slide 28: What are “Essential Questions”? Slide 29: Essential Questions are arguable - and important to argue about are at the heart of the subject recur - and should recur - in professional work, adult life, as well as in classroom inquiry Slide 30: Essential Questions raise more questions – provoking and sustaining engaged inquiry often raise important conceptual or philosophical issues can provide meaningful & connected learning Slide 31: Sample Essential Questions: Who are my true friends - and how do I know for sure? Does a good read differ from a ‘great book’? Why are some books fads, and others classics? To what extent is geography destiny? Should an axiom be obvious? How different is a scientific theory from a plausible belief? What is the government’s proper role? Slide 32: 3 Stages of Design: Stage 2 Slide 33: Stage 2 – Assessment Evidence key complex performance tasks indicative of understanding other evidence to build the case for understanding, knowledge, and skill rubrics to assess complex performance Slide 34: The big ideasfor Stage 2 grounded in real-world applications, supplemented as needed by more traditional school evidence Provide useful feedback to the learner, be transparent, and minimize secrecy valid, reliable - aligned with the desired results of Stage 1 (and fair) Slide 35: What are the 6 facets of understanding? Slide 36: What are the 6 facets of understanding? Six Facets of Understanding : Six Facets of Understanding 1. Explain 2. Interpret 3. Apply 4. Empathy 5. Perspective 6. Self-Knowledge Six Facets of Understanding : Six Facets of Understanding Explain - provide thorough, supported and justifiable accounts of phenomena, facts and data Six Facets of Understanding : Six Facets of Understanding Interpret - tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies and models Six Facets of Understanding : Six Facets of Understanding Apply - effectively use and adapt what is known in diverse contexts Six Facets of Understanding : Six Facets of Understanding Empathy – imagine, assume role of, consider Six Facets of Understanding : Six Facets of Understanding Perspective – analyze, argue, compare and contrast Six Facets of Understanding : Six Facets of Understanding Self-Knowledge –reflect, be aware of, self-assess Fist to five : Fist to five What is your understanding of Performance Task? (Authentic) Fist is you got nothing Five is you’ve written best selling books about Performance Task Slide 45: Scenarios for Authentic Tasks assessments anchored in authentic tasks: What is the Goal in the scenario? What is the Role? Who is the Audience? What is your Situation (context)? What is the Performance or Product? By what Standards will work be judged in the scenario? S P S G R A Slide 46: For Reliability & Sufficiency:Use a Variety of Assessments Varied types, over time: authentic tasks and projects academic exam questions, prompts, and problems quizzes and test items informal checks for understanding student self-assessments Slide 47: Some key understandings about assessment Performance is more than the sum of the drills: using only conventional quizzes and tests is insufficient and as misleading as relying only on sideline drills to judge athletic performance ability Slide 48: 2. Determine acceptable evidence 3 Stages of Design: Stage 3 Slide 49: Stage 3 big idea: Slide 50: Stage 3 – Plan Learning Experiences & Instruction What learning experiences and instruction will promote the desired understanding, knowledge and skill of Stage 1? Slide 51: Stage 3 – Plan Learning Experiences & Instruction How will the design ensure that all students are maximally engaged and effective at meeting the goals? Slide 52: Think of your obligations via W. H. E. R. E. T. O. “Where are we headed?” (the student’s Q!) How will the student be ‘hooked’? What opportunities will there be to be equipped, and to experience and explore key ideas? What will provide opportunities to rethink, rehearse, refine and revise? How will students evaluate their work? How will the work be tailored to individual needs, interests, styles? How will the work be organized for maximal engagement and effectiveness? W H E E R T O Slide 53: Think of your obligations via W. H. E. R. E. T. O. “Where are we headed?” (the student’s Q!) W Slide 54: Think of your obligations via W. H. E. R. E. T. O. How will the student be ‘hooked’? H Slide 55: Think of your obligations via W. H. E. R. E. T. O. What opportunities will there be to be equipped, and to experience and explore key ideas? E Slide 56: Think of your obligations via W. H. E. R. E. T. O. What will provide opportunities to rethink, rehearse, refine and revise? R Slide 57: Think of your obligations via W. H. E. R. E. T. O. How will students evaluate their work? E Slide 58: Think of your obligations via W. H. E. R. E. T. O. How will the work be tailored to individual needs, interests, styles? T Slide 59: Think of your obligations via W. H. E. R. E. T. O. How will the work be organized for maximal engagement and effectiveness? O Slide 60: Think of your obligations via W. H. E. R. E. T. O. “Where are we headed?” (the student’s Q!) How will the student be ‘hooked’? What opportunities will there be to be equipped, and to experience and explore key ideas? What will provide opportunities to rethink, rehearse, refine and revise? How will students evaluate their work? How will the work be tailored to individual needs, interests, styles? How will the work be organized for maximal engagement and effectiveness? W H E E R T O Slide 61: Understanding by Design the ‘big ideas’ of UbD www.mannrentoy.com You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
Understanding by Design: An Overview mannrentoy Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 3582 Category: Education License: All Rights Reserved Like it (14) Dislike it (1) Added: February 15, 2010 This Presentation is Public Favorites: 1 Presentation Description to request a copy of the presentation, email mannrentoy@gmail.com or visit www.mannrentoy.com to find the download link Thank you! Comments Posting comment... By: kyleen (7 month(s) ago) Kindly permit me to download your UbD presentation. I find it interesting and useful. Saving..... Post Reply Close Saving..... Edit Comment Close By: kyleen (7 month(s) ago) Pls consider me in downloading your powerpoint presentation. I find it interesting! Saving..... Post Reply Close Saving..... Edit Comment Close By: Rem123 (10 month(s) ago) May i request a copy of your presentation? It will be a great help to our teachers. Thanks and God Bless! Saving..... Post Reply Close Saving..... Edit Comment Close By: leonicole01 (10 month(s) ago) can i download the powerpoint for my report on strategies. Saving..... Post Reply Close Saving..... Edit Comment Close By: vfierro (10 month(s) ago) Can I download the UbD PPP? I'm planning a training for the new teachers at our school and believe it will be of great value for them to see it. Thank you, Saving..... Post Reply Close Saving..... Edit Comment Close loading.... See all Premium member Presentation Transcript Slide 3: Understanding UbD the ‘big ideas’ of UbD By Mann Rentoy Fist to five : Fist to five What is your understanding of UbD? Fist is you got nothing Five is you’ve written best selling books about UbD Slide 10: What is UbD? Slide 11: The goal of UbD is merely to ensure that learning goals and evidence of learning follow a deliberate design so that all teachers regardless of genetic gifts or dispositions or sense of devotion or dedication are able to impart real learning based on understanding and not merely on rote knowledge or aimless recall. Slide 12: UbD provides structure for kids & educators Slide 13: UbD is something you can actually use Slide 14: The brain looks for patterns Discrete pieces of data don’t make sense It tries to chunk data into “icons” Slide 18: So . . . what do you want kids to walk away understanding? Slide 19: Worth being familiar with Important to know & do “Big ideas” worth understanding Enduring understandings Foundational concepts/skills “nice to know” Slide 20: 3 Stages of (“Backward”) Design Slide 21: Why “backward”? they go against habits: Lesson Activities Test Slide 22: The “big ideas” of each stage: What are the big ideas? What’s the evidence? How will we get there? Slide 23: What are the 3 stages of Design? Slide 24: 2. Determine acceptable evidence 3 Stages of Design Slide 25: Stage 1 – Identify desired results. Key: Focus on Big ideas Enduring Understandings Essential Questions What should students know and be able to do? What content standards are addressed explicitly by the unit? Slide 26: Understandings: examples... Great artists often break with conventions to better express what they see and feel. Price is a function of supply and demand. Friendships can be deepened or undone by hard times History is the story told by the “winners” The storyteller rarely tells the meaning of the story Slide 27: Understanding goes beyond knowing. Understanding goes beyond doing. Rote memorization and activity are not genuine understanding. Slide 28: What are “Essential Questions”? Slide 29: Essential Questions are arguable - and important to argue about are at the heart of the subject recur - and should recur - in professional work, adult life, as well as in classroom inquiry Slide 30: Essential Questions raise more questions – provoking and sustaining engaged inquiry often raise important conceptual or philosophical issues can provide meaningful & connected learning Slide 31: Sample Essential Questions: Who are my true friends - and how do I know for sure? Does a good read differ from a ‘great book’? Why are some books fads, and others classics? To what extent is geography destiny? Should an axiom be obvious? How different is a scientific theory from a plausible belief? What is the government’s proper role? Slide 32: 3 Stages of Design: Stage 2 Slide 33: Stage 2 – Assessment Evidence key complex performance tasks indicative of understanding other evidence to build the case for understanding, knowledge, and skill rubrics to assess complex performance Slide 34: The big ideasfor Stage 2 grounded in real-world applications, supplemented as needed by more traditional school evidence Provide useful feedback to the learner, be transparent, and minimize secrecy valid, reliable - aligned with the desired results of Stage 1 (and fair) Slide 35: What are the 6 facets of understanding? Slide 36: What are the 6 facets of understanding? Six Facets of Understanding : Six Facets of Understanding 1. Explain 2. Interpret 3. Apply 4. Empathy 5. Perspective 6. Self-Knowledge Six Facets of Understanding : Six Facets of Understanding Explain - provide thorough, supported and justifiable accounts of phenomena, facts and data Six Facets of Understanding : Six Facets of Understanding Interpret - tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies and models Six Facets of Understanding : Six Facets of Understanding Apply - effectively use and adapt what is known in diverse contexts Six Facets of Understanding : Six Facets of Understanding Empathy – imagine, assume role of, consider Six Facets of Understanding : Six Facets of Understanding Perspective – analyze, argue, compare and contrast Six Facets of Understanding : Six Facets of Understanding Self-Knowledge –reflect, be aware of, self-assess Fist to five : Fist to five What is your understanding of Performance Task? (Authentic) Fist is you got nothing Five is you’ve written best selling books about Performance Task Slide 45: Scenarios for Authentic Tasks assessments anchored in authentic tasks: What is the Goal in the scenario? What is the Role? Who is the Audience? What is your Situation (context)? What is the Performance or Product? By what Standards will work be judged in the scenario? S P S G R A Slide 46: For Reliability & Sufficiency:Use a Variety of Assessments Varied types, over time: authentic tasks and projects academic exam questions, prompts, and problems quizzes and test items informal checks for understanding student self-assessments Slide 47: Some key understandings about assessment Performance is more than the sum of the drills: using only conventional quizzes and tests is insufficient and as misleading as relying only on sideline drills to judge athletic performance ability Slide 48: 2. Determine acceptable evidence 3 Stages of Design: Stage 3 Slide 49: Stage 3 big idea: Slide 50: Stage 3 – Plan Learning Experiences & Instruction What learning experiences and instruction will promote the desired understanding, knowledge and skill of Stage 1? Slide 51: Stage 3 – Plan Learning Experiences & Instruction How will the design ensure that all students are maximally engaged and effective at meeting the goals? Slide 52: Think of your obligations via W. H. E. R. E. T. O. “Where are we headed?” (the student’s Q!) How will the student be ‘hooked’? What opportunities will there be to be equipped, and to experience and explore key ideas? What will provide opportunities to rethink, rehearse, refine and revise? How will students evaluate their work? How will the work be tailored to individual needs, interests, styles? How will the work be organized for maximal engagement and effectiveness? W H E E R T O Slide 53: Think of your obligations via W. H. E. R. E. T. O. “Where are we headed?” (the student’s Q!) W Slide 54: Think of your obligations via W. H. E. R. E. T. O. How will the student be ‘hooked’? H Slide 55: Think of your obligations via W. H. E. R. E. T. O. What opportunities will there be to be equipped, and to experience and explore key ideas? E Slide 56: Think of your obligations via W. H. E. R. E. T. O. What will provide opportunities to rethink, rehearse, refine and revise? R Slide 57: Think of your obligations via W. H. E. R. E. T. O. How will students evaluate their work? E Slide 58: Think of your obligations via W. H. E. R. E. T. O. How will the work be tailored to individual needs, interests, styles? T Slide 59: Think of your obligations via W. H. E. R. E. T. O. How will the work be organized for maximal engagement and effectiveness? O Slide 60: Think of your obligations via W. H. E. R. E. T. O. “Where are we headed?” (the student’s Q!) How will the student be ‘hooked’? What opportunities will there be to be equipped, and to experience and explore key ideas? What will provide opportunities to rethink, rehearse, refine and revise? How will students evaluate their work? How will the work be tailored to individual needs, interests, styles? How will the work be organized for maximal engagement and effectiveness? W H E E R T O Slide 61: Understanding by Design the ‘big ideas’ of UbD www.mannrentoy.com