1 Understanding by Design Wiggins & McTighe A Brief Introduction Center for Technology & School Change Teachers College, Columbia University Ellen B. Meier, Ed. D., Co-Director
2 Focus on Understanding Explains common practices that interfere with understanding. Explains a backward design process to avoid common problems. Proposes an approach to curriculum designed to engage students in inquiry & uncovering ideas. Proposes a set of design standards for achieving quality control in curriculum & assessment designs.
3 Focus on Instruction or the Grant Wiggins and Jay McTighe provide a way to move from covering the curriculum to creating curriculum and understanding with technology. Approach
4 Identify Desired Results Determine Acceptable Evidence Plan Learning Experiences and Instruction Stages of Backward Design 1998 Grant Wiggins and Jay McTighe
5 Establishing Curricular Priorities Worth being familiar with Important to know and do Enduring Understanding 1998 Grant Wiggins and Jay McTighe
6 Filters for Selecting Understandings Represent a big idea having enduring value beyond the classroom. Reside at the heart of the discipline (involve doing the subject). Require un-coverage (of abstract or often misunderstood ideas). Offer potential for engaging students.
7 Practically speaking, this Turning content standards and outcome statements into question form. Designing assignments and assessment that evoke possible answers. means
8 Some examples of Essential Is there enough to go around (e.g., food, clothes, water)? Are mathematical ideas inventions or discoveries? Does art reflect culture or shape it? Who owns what and why? What do we fear? Questions
9 Big Picture of a Design Approach Key Design Question Design Considerations Filters (Design Criteria) What the Final Design Accomplishes Stage 1: What is worthy & requiring of understanding? National standards State standards Teacher expertise & interest Enduring ideas. Opportunities for authentic, disciplinebased work. Uncoverage. Engaging. Unit framed around enduring understandings and essential questions. Stage 2: What is evidence of understanding? Six facets of understanding. Continuum of assessment types. Valid. Reliable. Sufficient. Authentic work. Feasible. Student friendly. Unit anchored in credible and educationally vital evidence of the desired understandings. Stage 3: What learning experiences & teaching promote understanding, interest, and excellence? Research based repertoire of learning & teaching strategies. Essential & enabling knowledge & skill. WHERE Where is it going? Hook the students. Explore & equip. Rethink & revise. Exhibit & evaluate. Coherent learning experiences & teaching that will evoke & develop the desired understandings, promote interest & make excellent performance more likely.
10 Six Facets of Understanding Can explain Can interpret Can apply Has perspective Can empathize Has self-knowledge
11 Rubric for the Six Facets of Understanding Criteria for each facet: Explanation accurate Interpretation meaningful Application effective Perspective credible Empathy sensitive Self-knowledge - selfaware
12 What the Facets Imply for Unit Uncoverage vs. coverage: Text is resource vs. text is syllabus. Main ideas suggest the kinds of performances vs. assessment is viewed as a test based on text. Design
13 Two Different Approaches Thinking like an Assessor Thinking like an Activity Designer What would be sufficient & revealing evidence of understanding? What performance tasks must anchor the unit and focus the instructional work? How will I be able to distinguish between those who really understand and those who don t (though they may seem to)? Against what criteria will I distinguish work? What misunderstandings are likely? How will I check for those? What would be interesting & engaging activities on this topic? What resources and materials are available on this topic? What will students be doing in and out of class? What assignments will be given? How will I give students a grade (and justify it to their parents) Did the activities work? Why or why not?
14 Implications for Teaching Acquisition of Organized Knowledge Didactic Instruction Development of Intellectual Skills Coaching, Exercises, and Supervised Practice Enlarged Understanding of Ideas and Values Socratic Questioning and Active Participation
15 Design Standards are Important Helps us understand: What is worthy of understanding in this unit? What counts as evidence that students really understand and can use what we re teaching? What knowledge and skills must we teach to enable them to apply their knowledge in meaningful ways?
16 Ideally Units would be reviewed with others in a peer review process. Units would be documented with all the information including handouts required and exemplars. Units would be made available to share.
17 A Process, not an Event Takes place over time 3 to 5 years minimum. Can adapt any or all of these perspectives and incorporate others. Emphasis on student understanding is key.
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