VaNTH-PER Workshop January 10, 2004 The University of Texas at Austin presented by Barb Austin

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VaNTH-PER WorkshopJanuary 10, 2004The
University of Texas at Austinpresented by Barb
Austin

• A Brief Introduction To
• Understanding By Design
• by Wiggins McTighe

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Four Vignettes Number 1

• As part of a workshop on understanding, a
  veteran high school teacher entered the following
  reflection about being a high school student
• I felt then that my brain was a weigh station for
  material going in one ear and (after the test)
  out the other. I could memorize very easily and
  so became valedictorian, but I was embarrassed
  even then that I understood much less than some
  other students who cared less about grades.

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Four Vignettes Number 2

• For two weeks, every fall, all the 4rd grade
  classes participate in a unit on apples.
• In language arts, they read Johnny Appleseed.
  They each write a creative story involving an
  apple and then illustrate their story using
  tempura paints.
• In art, students collect leaves from nearby crab
  apple trees and make a giant leaf print collage.
• The music teacher teaches the children songs
  about apples.
• In science, they use their senses to carefully
  observe and describe the characteristics of
  different types of apples.
• During mathematics, the teacher demonstrates how
  to scale up an applesauce recipe to make a
  sufficient quantity for all of the 3rd graders.

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Four Vignettes Number 2

• A highlight of the unit is the field trip to a
  local apple orchard, where students watch cider
  being made and go on a hayride.
• The culminating unit activity is the 4th grade
  apple fest
• parents dress up as apples and children rotate
  through various activities at stations
• making applesauce,
• competing in an apple word search contest,
• bobbing for apples and so on.
• The fest concludes with selected students reading
  their apple stories while the entire group enjoys
  candy apples prepared by the cafeteria staff.

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Four Vignettes Number 3

• A test item on a national mathematics assessment
  presented the following question to 8th grade
  students
• How many buses does the army need to transport
  1,128 soldiers if each bus holds 36 soldiers?
• Almost one-third of the 8th graders answered the
  question, 31 remainder 12.

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Four Vignettes Number 4

• It is late April and the panic is beginning to
  set in. A quick calculation reveals to the world
  history teacher that s/he will not finish the
  text book unless s/he covers an average of 40
  pages per day.
• S/He decides, with some regret, to eliminate a
  mini-unit on the Caribbean and several
  time-consuming activities such as a mock
• UN debate and discussions of current
  international events
• in relation to the world history topics
• students have studied.
• To prepare students for the
• departmental final exam, the
• teacher will need to switch
• into a fast-forward
• lecture mode.

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Four Vignettes

• Number 1 Valedictorian
• Number 2 4th Grade Apple Unit
• Number 3 Remainder Buses?
• Number 4 World History Blitz

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Curriculum Design

• UNIT Planning
• Content
• Standards
• IPGs

• Legacy Cycle
• Content
• Instructional delivery method

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UBD Start with Desired Results

• What should students know, understand, and be
  able to do?
• What is worthy of understanding?
• What enduring understandings are desired?

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Backwards Design

• Identify desired results
• Determine acceptable evidence
• Plan learning experiences and instruction

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Curriculum Frame

• Worth being familiar with

Important to know and do
Enduring understanding
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Four Filters

1. To what extent does the idea, topic, or process
   represent a big idea having enduring value
   beyond the classroom?
2. To what extent does the idea, topic, or process
   lie at the heart of the discipline?
3. To what extent does the idea, topic, or process
   require uncoverage?
4. To what extent does the idea, topic, or process
   offer potential for engaging students?

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Six Facets of Understanding

1. Can Explain
2. Can Interpret
3. Can Apply

1. Has Perspective
2. Can Empathize
3. Has Self-knowledge

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Skills v. Understanding
SKILL UNDERSTANDING
Reading text The authors meaning in a story is rarely explicit one must read between the lines
Creating scoring opportunities in soccer One needs to create space, spreading the defense as broadly and deeply as possible
Asking directions in Spanish Knowing whether or not one has been understood requires attention to nonverbal as well as verbal feedback
Speaking persuasively in public Persuasion often involves an emotional appeal to the particular wishes, needs, hopes, and fears of an audience, irrespective of how logical and rational the argument
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Curriculum Design

• UNIT Planning
• Content
• Standards
• IPGs

• Legacy Cycle
• Content
• Instructional delivery method

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