Understanding by Design and From Coast and Camp to the Inland Empire

Stacy Hill April 22, 2003

This portion is based on The Understanding by Design Handbook by Jay McTighe and Grant Wiggins

Many students view classroom activities as an arbitrary sequence of exercises with no overarching rationale.
From Inside the Black Box by Paul Black and Dylan Wiliam, Phi Delta Kappan, October 1998.

Traditional Planning
What chapter I need to get to Daily activities What am I going to assign for homework I have to change the test and cross out all of the questions I didnt get to this year  Quickly check to make sure I have some of the EALRS covered  Remind yourself that you are probably teaching something that is on the WASL anyway    

Students can hit any appropriate

achievement target that is clear and holds still for them.

-Rick Stiggins Assessment Training Institute

UbD in a Nutshell
 Stage 1 Identify desired results  Stage 2 Determine acceptable evidence  Stage 3 Plan learning experiences and instruction

Stage 1: Identify Desired Results

 Content Standards and Knowledge & Skills  Enduring Understandings  Essential Questions

Enduring Understandings

Worth being familiar with

Important to know & do

Enduring understanding

Examples
Enduring Understandings: How people deal with other people affects their future. Some form of conflict will be present in all lives at some point. Conflict does not just affect humans. Essential Question: What role did conflict play in development of the Constitution of the United States?

Essential Questions
 Have no one obvious right answer  Raise important questions across content areas  Reflect conceptual priorities  Recur naturally  Are framed to provoke and sustain student interest

Overarching Essential Questions

How

does conflict create change? What are rights and responsibilities that lead to independence? Does power corrupt? How does time affect change? What interactions stimulate growth? What is the balance between humans and nature? What is stretching and shrinking around you?

Topical Essential Questions

      How does conflict affect the economy of a country? How does climate determine population? What if the South had won? What makes the Constitution a living document? Why should I learn slope? How can natural disasters be good for the planet?

Kid Friendly EQs

 What societal influences perpetuate preadolescent tobacco use? or  Why do your friends start smoking?

Stage 2: Determine Acceptable Evidence

 Determine methods of assessment
 Performance task  Other evidence
Quizzes, tests, prompts, work samples Observations Student self-assessment

Enduring Understandings
Worth being familiar with Kinds of Assessment Traditional question & answer

Important to know & do

paper/pencil selectedresponses constructed response

Performance tasks & projects

Enduring understanding

open-ended complex authentic

Think Scrapbook

versus Snapshot
Adapted from Understanding by Design Academy, Seattle, WA, July 2001 presented by Jay McTighe, ASCD.

GRASPS
      Goal Role Audience Situation Product/Performance and Purpose Standards for Success

GRASPS Ideas
G R A S P S
Design, teach, explain, inform, create, persuade, defend, critique, improve Advertiser, illustrator, coach, candidate, chef, engineer, eyewitness, newscaster Board members, neighbors, pen pals, travel agent, jury, celebrity, historical figure The context and content your G, R, A, & P put you in Advertisement, game, script, debate, rap, banner, cartoon, scrapbook, proposal What success looks like: Scoring guide & examples

Stage 3: Plan Learning and Instruction

 WHERE  Misunderstandings  Determine the role of technology in enhancing teaching and learning i.e., using the audio documentary content
Instructional activities and the six facets

Do the activities explain by themselves where are your students heading and why?
Do the activities hook your students through engaging, thought provoking experiences?

Do the activities help students experience the ideas or issues to make them real? Do the activities cause students to reflect and rethink- to dig deeper into the core idea? Do the activities allow for students to exhibit their understanding through a product or performance?

Six Facets
      Explanation: demonstrating understanding Interpretation: reading between the lines Application: performing Perspective: analyzing or inferring Empathy: assuming a role Self-Knowledge: being aware or realizing

UbD Website
 www.ubdexchange.org  Password: contact your district

Now

UbD and From Coast and Camp in the Inland Empire

EALR Connections
OSPI Website for Social Studies: http://www.k12.wa.us/curriculuminstruct/ SocStudies/EALRs

 Social Studies
1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington state history 1.1 Understand and analyze historical time and chronology 1.2 Understand events, trends, individuals, and movements shaping United States, world, and Washington State history 1.3 Examine the influence of culture on United States, world, and Washington State history

Step 1: Establish Enduring Understandings for the unit, develop the Essential Questions that will guide students to the understandings, select targeted EALRs Step 2: Choose your evidence of understanding (assessment) Step 3: Plan the learning activities (how to use the CD)

Sample Enduring Understandings

The effects of relocation during World War II still affects the future generations of Japanese-Americans. Prejudice directed the actions of many powerful people after Pearl Harbor. Hysteria causes people to be suspicious of those around them. Things are not always as they appear.

Sample Essential Questions

 Has the U.S. ever put its own people in internment camps?  Under what circumstances should civil rights be compromised?*  How do you explain prejudice?  What is discrimination?  How do you know when something is true?  What should regular people do to be protected from discrimination?*  What kind of people arent accepted at school?

Constructing a Performance Task

Goal Role Audience Situation Product Standards

Sample Performance Task

 Goal: Teach about the experiences of Japanese-Americans during WW II.  Role: reporter  Audience: college history majors  Situation: report your findings using the audio documentary and other sources  Product: on-line magazine  Standards: use the documentary, report on reallife experiences, utilize the writing process

Samples, cont.
Newspaper College tour for credit Museum wing design Scrapbook for descendents Childrens book Dramatization Slide show corresponding with audio

Activity Ideas
Vocabulary meet and greet Storyboards while listening

Literal, Inferential, Evaluative level

writing during and after listening Track title predictions Comparison/contrast to current events

Conclusion
What should the students know? How will you know when they know it? How will you get them there? ubdexchange,.org