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The Big Ideas of Understanding by Design 1. UbD is a way of thinking purposefully about curricular planning and school reform, a set of helpful design tools, and design standards -- not a program or recipe. 2. The end goal of UbD is understanding and the ability to transfer learnings – to appropriately connect, make sense of, and use discrete knowledge and skills in context. 3. Evidence of understanding is revealed through performance – when learners transfer knowledge and skills effectively, us- ing one or more “facets” (explain, interpret, apply, shift per- spective, empathize, and self-assess). 4. Educators are coaches of understanding, not mere purveyors of content or activity. 5. Planning is best done ”backward” from the desired results and the transfer tasks that embody the goals. 6. UbD transforms Content Standards and other goals into fo- cused learning targets based on “big ideas” and transfer tasks. 7. Design Standards guide self-assessment and peer reviews of curriculum, instruction, and assessment for quality control. 8. UbD reflects a “continuous improvement” approach to de- sign and learning. The results of our curriculum designs (e.g., assessment results, quality of student work, degree of learner engagement) inform needed adjustments. Understanding by Design Template Understanding by Design ||< Title: Fun With Math ||||||<  ||
 * [[image:edap688:ubdBIG1.jpg width="208" height="82" caption="ubdBIG1.jpg"]]
 * < Subject/Course: Math ||||||<  ||
 * < Topic: Venn Diagrams ||||||<  ||
 * < Grades: 6th Grade ||||||<  ||
 * < Designers: Carolyn Wilson ||||||<  ||
 * < Stage 1 - Desired Results ||
 * < Established Goal: Given a Venn Diagram, or any other data display, students will make inferences. ||  ||

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 * __ Standard __** :
 * __ Benchmarks: __**
 * < Understandings: || [[image:file://localhost/Users/steveswan/Library/Caches/TemporaryItems/msoclip/0clip_image002.png width="27" height="31" caption="U"]]Students will understand that the collection, organization, interpretation and display of data can be used to answer questions. ||

//Students will understand that...//
 * ||< Essential Question: || What inferences can you make using using a various data displays.
 * Q ||

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 * < //Students will know how to know collect, organize, construct, analyze, and interpret data using Venn Diagrams.// ||  ||
 * ||  ||< //Students will be able to analyze and make inferences using Venn Diagrams.// ||   ||
 * < Stage 2 – Assessment Evidence ||
 * < Performance Task: || [[image:file://localhost/Users/steveswan/Library/Caches/TemporaryItems/msoclip/0clip_image006.png width="26" height="30" caption="T"]] ||
 * T ||
 * T ||


 * OE ||
 * OE ||

· || 1. Ask students essential questions, brainstorm and discussion. 2. Show example of the Venn Diagram to let the students know a form of a data display. 3. Class discussion regarding inferences from the Venn Diagram they saw. 4. Students will refer to various data displays throughout the classroom, choosing one to use in the future. 5. Students will collect data to be used in power point they make/create. 6. Students will create power point as group work assignment. In the power point, students will data displayed and require others to make inferences for themselves.
 * < Stage 3 – Learning Plan ||
 * < //Learning Activity:// Given a completed Venn Diagram, students will answer the questions to prove their level of understanding of Venn Diagrams.

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[|Understanding by Design.doc] TASK Breakdown: Technology Example Employed to Complete the Task: Voice Thread. http://voicethread.com/#e1234355
 * 1) G What is the goal of the task?Students will be able to understand how to What is it designed to assess? This activity is designed to determine the student's knowledge of comparing and contrasting elements of given sets.
 * 2) R What real-world role will the student assume as he/she is performing the task? The student will be able to compare and contrast real life situation and determine relevance.
 * 3) A Who is the audience for the task? The audience is 6th graders in a math class.
 * 4) S What is the situation that provides the context for the task? The situation will be for the students to determine how many students are enrolled in English, Spanish, and Science, and apply principles of Algebra to compute answers using Venn Diagrams.
 * 5) P What is the product or performance that is required by the task? The students will understand the collection, organization, construction, interpretation of information involving Venn Diagrams. A version of this rubric will be used to assess the students. 3-points: Excellent; 2-points: acceptable; 1-point: unacceptable.
 * 6) S By what standards will the product or performance be judged? MA-06.4.1.1