Ensuring Effective Learning through Understanding by Design

Ensuring Effective Learning through Understanding by Design
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This article explores the concept of Understanding by Design, also known as backward design, and how it can be used to ensure effective learning through lesson design. The challenges of teaching for understanding rather than just covering standards are discussed, along with the importance of making lessons meaningful and engaging for students.

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About Ensuring Effective Learning through Understanding by Design

PowerPoint presentation about 'Ensuring Effective Learning through Understanding by Design'. This presentation describes the topic on This article explores the concept of Understanding by Design, also known as backward design, and how it can be used to ensure effective learning through lesson design. The challenges of teaching for understanding rather than just covering standards are discussed, along with the importance of making lessons meaningful and engaging for students.. The key topics included in this slideshow are Understanding by Design, Backward Design, Effective Learning, Teaching for Understanding, Lesson Design,. Download this presentation absolutely free.

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2. Understanding by Design Ensuring Learning through Lesson Design i.e. Backward Design Grant Wiggins and Jay McTighe

3. Big Idea Making Best Practices, Common Practice We teach so that others may understand . Our challenges: Finding time to teach all standards and maintain the rigor (teaching for understanding - not just to cover) Making lessons meaningful Engaging students in the learning process

4. Old saying. If you dont know exactly where you are headed, then any road will get you there.

5. Three Stages of UbD Stage 1: Identify the Desired Results Unpack the learning, prioritize learning goals, determine expectations . Clarify Learning Outcomes Stage 2: Determine Acceptable Evidence Stage 3: Plan learning experiences and instruction

6. Let the main ideas which are introduced into a childs education be few and important, and let them be thrown into every combination possible. -Whitehead, 1929

7. Understanding is the ability to transfer learning to new, different and unique experiences. Wiggins

8. A Big Idea (bottom line) Provides a lens for prioritizing Serves as an organizer for facts, skills and actions focusing on big ideas, helps students see purpose and relevance of pieces Support Transference create coherence Manifest itself in many ways and in many content areas Requires Uncovering - its meaning is abstract, so it must be discovered, constructed or inferred by learners

9. 2nd Component: Essential Questions To question means to lay open, to place in the open. Only a person who has questions can have real understanding. Gadamer, 1994

10. Essential Questions Have no simple right answer; they are meant to be argued and discussed (discovered, uncovered) Designed to provoke and sustain inquiry Often address the foundational or historical issues of a subject Lead to more questions Naturally come back again when learning Encourage ongoing re-thinking of big ideas, assumptions, prior learning (transference) Could be overarching or topical

11. 3rd Component - Desired Outcomes Determine the Learning Goal (standard) Clarify specifically what the student will know, understand, and be able to do (unpack the standards)

12. Stage 1: Identify the Desired Results Stage 2: Determine Acceptable Evidence What evidence could be used to document and validate the learning that has been achieved Evidence is gathered throughout the learning time - includes formative and not only summative assessments Stage 3: Plan learning experiences and instruction

13. Stage 1: Identify the Desired Results Stage 2: Determine Acceptable Evidence Stage 3: Plan learning experiences and instruction What specific content and skills must be taught to achieve desired results? What is the best way to teach the content and skills? What resources will we need? How much time might be required for learning? "Reduce your plan to writing... The moment you complete this, you will have definitely given concrete form to the intangible desire." - Napoleon Hill

14. Lasting thought . For any subject taught in primary school, we might ask [is it] worth an adults knowing, and whether having known it as a child makes a person a better adult. A negative or ambiguous answer means the material is cluttering up the curriculum. Bruner, 1960

16. UbD - Stage 2 Assessment Evidence

17. Why Assess? Assessments are not just to provide a grade Purpose of assessment: Determine if learner got itGather evidence which demonstrates learning outcomes were achieved Help teachers determine extent of student understanding Guide next steps of instructions Provide appropriate scaffolding/differentiated instruction for students throughout the learning experience Provide feedback to stakeholders (students/parents)

18. Kinds of evidence Continuum of Assessments Informal checks for understanding Observations and dialogues Tests and quizzes Academic prompts Performance tasks

19. Blooms Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation Know it Can apply it Heard of it Can teach it Emerging Developing Proficient Advanced 6-Facets of Learning Explain Interpret Self-knowledge Perspective Apply Empathy

20. Stage 3 Designing the Lessons

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