Understanding by Design Day 3

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Understanding by DesignDay 3

• Roosevelt Complex
• Secondary Science Training

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Ground Rules
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Desired Outcomes

• Awareness of the UbD philosophy on instruction.
• Awareness of differentiation.
• Awareness of reading strategies in science.
• Awareness of taxonomic alignment between
  curriculum, instruction, and assessment.

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Stage 3

• Instructional plan
• Given the desired results and targeted
  performances, what kind of instructional
  approaches, resources, and experiences are
  required to achieve the goals?
• Stage 3 should focus on creating the most time
  and effort efficient plan to prepare students for
  the performance tasks.

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Shift in thinking

• Stage 3 requires a shift from thinking about
  teaching to thinking about learning.
• Formative feedback should be integrated into
  Stage 3.
• Example Drills vs. Game in sports

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Plans for Learning

• Must be effective and engaging
• Effective
• Helps students become competent and productive at
  worthy work.
• Helps to develop greater skills and
  understandings.
• Helps students improve.
• Engaging
• Pulls students into the subject.
• Allows students to learn through diverse
  experiences.
• Students find learning interesting and
  meaningful.

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What makes a plan good?

• Think back to one of your learning experiences
  that was both engaging and effective.
• Share this experience with your group
• Generalize What seems to be common to all of
  the learning experiences in your group?
• Chart the responses

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Good Plans for Learning
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UbDs W.H.E.R.E. T.O.

• W Where are we going? Why? What is expected?
• H How will we hook and hold student interest?
• E How will we equip students for the
  assessment?
• R How will we help students rethink and revise?
• E How will students self-evaluate and reflect
  on their learning?
• T How will we tailor learning? Differentiate?
• O How will we organize and sequence the
  learning?

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Integrate a Continuum of Assessments

• Informal checks for understanding
• Observations and dialogues
• Tests and quizzes
• Academic prompts

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Kernel of Understanding

• Traditional tests and quizzes
• Short answer
• Selected-response
• Constructed response

• Performance tasks and projects.
• Complex
• Open-ended
• Authentic

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Alignment

• Learning activities should be done for a purpose.
  
• Alignment to Big Ideas or Essential Questions
  should be apparent.
• Numbering System
• U Big Idea/Understanding
• EQ Essential Question
• Example
• Working in lab groups, students analyze a
  hypothetical familys diet (deliberately
  unbalanced) and make predictions on the overall
  health based on the intake of organic compounds.
  Include any possible health risks that may occur
  and suggest possible preventive steps that can be
  taken. U1, U3, EQ2
• THIS LESSON FOCUSES ON UNDERSTANDING 1 AND 3. IT
  ALSO FOCUSES ON ESSENTIAL QUESTION 2.

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Detail of Lessons

• Units purpose.
• Suggestions for lessons.

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Tying Stage 1, 2, 3

• Big Ideas and Essential Questions should be
  evident throughout the three stages.
• There should be a sense of flow and alignment
  between the Big Ideas and Essential Questions
  from Stage 1, in the Assessment from Stage 2, and
  the Lesson plans in Stage 3.
• Ensure that the identified skills and knowledge
  from stage 1 are prevalent in the performance
  assessment (Stage 2) and lessons (Stage 3).
• Use the numbering system to support purpose of
  lessons, scaffolding, and formative assessments.

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Stage 3 Example

• Begin with an entry question (Does foods cause
  zits?) to hook students into considering the
  effects of nutrition on their lives. U1, EQ1, H
• Introduce the Essential Questions and discuss the
  performance assessments (Chowing Down on Diseases
  and Organic Molecule Mayhem.) U1, U2, EQ1, EQ2, W
• Note Key vocab terms are introduced as needed.
  Students keep a chart of their diet. Begin
  introduction to organic molecules (Holt Biology
  pg. 123). U1,U2, EQ1, E
• Present concept lesson on organic molecules.
  Their structure and function. Reinforce previous
  readings. U1, U2, EQ1, E
• Allow students to perform organic molecule lab.
  Organic molecule identification (biuret, iodine).
  Focus on ability to determine positive test for
  compound and connect back to the structure and
  function for each type. U1, U2, EQ1, E
• Formative - Review and discuss organic molecules.
  Give an activity to assess if the students can
  identify the molecules with the various tests and
  make connections between the molecules structure
  and functions. Use the activity to assess
  students progress. Reteach as needed. U1, U2,
  EQ1, R

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Questions?
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Peer Consultation

• Complete your UbD
• Present your units by subject area
• Take a look at other units
• Use the post it notes to leave
• 1 Positive comment about the unit
• 1 Question about the unit
• 1 Suggestion for improvement about the unit