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Understanding by Design

Understanding by Design. Chong Wei Fang Fidelia Liew Leow Yan Ping Sharon Mark. Content page. Understanding by design Traditional approach Backward design Framing by curriculum Design standards. Understanding by Design.

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Understanding by Design

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  1. Understanding by Design Chong Wei Fang FideliaLiew Leow Yan Ping Sharon Mark

  2. Content page • Understanding by design • Traditional approach • Backward design • Framing by curriculum • Design standards

  3. Understanding by Design • it is important to know what we want to achieve from our curriculum/teaching before we actually conduct the class. • design should be logically inferred from the results sought, not derived from the methods, books, and activities which we are most comfortable

  4. Traditional approach • Not effective • We should question the purpose of why we ask students to do certain things • Unless we begin our design with clear insights into larger purposes, it is unlikely that all students will understand the materials that we provide them with/ ask them to read

  5. Traditional approach Twin sins of Traditional Design: • Purposelessness (activity based) • Aimlessness / coverage

  6. Traditional approach Purposelessness (Activity based) • visible throughout the education world • Lacks: > explicit focus on important ideas > appropriate evidence of learning, especially in the minds of learners.

  7. Traditional approach • Teachers… > think that their job is merely to engage. > think the learning is the activity instead of seeing that the learning comes from being asked to consider the meaning of the activity

  8. ACTIVITY

  9. Traditional approach Aimlessness/Coverage • an approach in which students march through a textbook, page by page in a valiant attempt to traverse all the factual material within a prescribed time > no clear purpose / goals = students unable to give satisfactory response.

  10. Backward design • Stage 1: Identify desired results • Stage 2: Determine acceptable evidences • Stage 3: Plan learning experiences and instruction

  11. 1. Identify desired results • Consider goals • Review curriculum expectations • For a clarity of priorities

  12. 2. Determine acceptable evidence • Collect evidence needed to document and validate learning has been achieved. • 'Think like an accessor' when planning curriculum.

  13. 3. Plan learning experiences and instruction • With goals and results in mind, appropriate activities are to be planned. • Example: Lesson plans.

  14. Framing the Curriculum • ‘Specifically, we advocate that programs and courses be conceived and framed in terms of essential questions, enduring understanding, key performance tasksandrubrics.’ • Understanding by design: Expanded second edition

  15. 1. Essential questions • Focuses on big ideas and not unit specific • Aiming to stimulate thoughts, makes connection, provoke inquiry and to spark more questions • Points and highlights the big idea, allowing children to explore key concept, themes and theories, issues and problems.

  16. 1. Essential questions Topical essential questions: • Simple and direct • Enhance student's knowledge about topic • Underscore important points that we want students to note

  17. 1. Essential questions Overarching essential questions: • Provides broader perspective • Answer cannot be defined with merely with statements. • Requires further thinking and exploration

  18. 1. Essential questions Topical vs Overarching: • Topical: more specific towards topic • Overarching: more generalized over whole concept • Examples?

  19. 1. Essential questions Overview: • Relevant to topic • Inquiry based • Mixture of both open and close ending questions

  20. 2. Enduring understanding • Declarative statement that present major curriculum generalization and recurrent ideas • Includes what students should understand, not just know or do • Articulate what students should revisit in the future to the content area

  21. 2. Enduring understanding • ‘Unpack' areas of curriculum where students might struggle to gain understanding • Frames the big idea and give meaning to curriculum elements like skills and facts

  22. 2. Enduring understanding • Example: reading/literature • Essential question: how is reading a process of constructing meaning from text? • Enduring understanding: reading is a process by which we construct meaning  about the information being communicated by the author within a print or non-print medium

  23. 3. Key Performance Tasks • How do we know that a student achieved enduring understanding? • More than one snapshot • E.g. Mid-term/Final tests • Evidence of the ability to transfer through performing complex tasks. • Algorithmic task vs Heuristic task • E.g. Following instructions to make a pinwheel that can catch the wind vs Understanding shapes and wind to create different windmills • High Quality, application-focused performance tasks constructed around the 6 facets of understanding.

  24. 3. Key Performance Tasks The 6 Facets of Understanding • Explain: Provide thorough and justifiable facts and data. • Interpret: Provide personal dimension to ideas and events. • Apply: Use and adapt knowledge to different scenarios. • Have perspective: Critically perceive information, see the big picture. • Empathize: Find value in the strange or implausible, be sensitive. • Have self-knowledge: Aware of personal style, prejudices, and habits that shape and affect own understanding/learning.

  25. 4. Rubrics • The development of key performance tasksleads to the selection or design of companion scoring rubrics as a means of assessment. • Why...? • Students receive consistent message about the nature of quality work • Helpful for charting progress over time • How...? • Takes into consideration different levels of understandings • Can be amended, as needed, with bullets or other indicators for particular tasks, while the more general framework remains intact

  26. 4. Rubrics • Assessment via Performance Tasks: Keep in mind… • What a student has to master: • Focus on competencies so that they would not be missed in the typical subject-focused curriculum • E.g. Language: Grammar, vocabvs Solely content • Conceptual/Philosophical-based: Provide essential questions... • Gives the general "specs" for assessment • E.g. "What does a fit person look like?" -> By the end of this course, students will be able to identify what a fit person looks like, and how to be fit.

  27. 4. Rubrics • Skills-based: Provide challenges… • Provide questions/problems that require the intelligent use of skills to solve • E.g. "What is the best package to use for shipping M&M's in bulk?" -> Students would have to solve this problem by applying several math concepts • However, there are other things to consider where rubrics are concerned, and these are covered under ‘Design standards’.

  28. Design standards • Design standards serve as a rubric for curriculum designers. • Contributes to the curriculum in 3 ways: 1. Reference point during design 2. For use in self-assessment and peer reviews 3. For quality control and complete designs

  29. Design standards 1. Reference point during design • Questions serve as reminders of important design elements to include. • Allows the curriculum to be edited and perfected.

  30. Design standards 2. For use in Self-assessment and peer reviews • Teachers and peers can use the criteria to examine their drafted units to identify any things to change. • Helps to check if it benefits and meets the diverse needs of all learners.

  31. Design standards 3. For quality control and complete designs • Design standards can be used by curriculum reviewers to validate the curriculum before it is handed out to other teachers. • Final check before implementing the curriculum.

  32. Any Questions?

  33. Learning Points

  34. Thank You!

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