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Ubd Stage1-2-3-Onlymcginley3
Ubd Stage1-2-3-Onlymcginley3
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Last updated July 14, 2016
Stage #0: COURSE APPROVAL
Sarah McGinley
Stage #0:
Course
Approval
Page 1
Program name:
Program
overview:
Course number:
Course name:
Course overview:
Time length of
course:
Name of unit:
Time length of
unit:
Unit overview:
Course Approval
PROGRAM INFORMATION:
Which program will this unit be a part of?
First-year writing
First-year writing is part of Wright State Universitys general education
core.
COURSE INFORMATION:
Which course will this unit be a part of?
ENG 1100
Academic Writing and Reading
Wright States catalog describes the course as providing foundational
skills students need in academic discourse, research, and documentation
in an electronic environment.
Page 2
HISTORY OF UNIT:
What is your history with this unit? Have you taught it before? Is it new or are you redesigning
it?
Ive taught this unit three or four times a year for the last ten years. The evaluation
assignment is a standard one in first year writing; however, how I teach the unit is my own
design that I tweak every time. I will be redesigning it for this class.
WHY:
Tell me why you picked this unit? Why is it important to you?
Ive found that students who can write an evaluation tend to succeed in the rest of the course.
Its often the moment in the semester when things click. Its also a unit that lends itself to a
variety of topics and class activities that generally engage students. While it is an evergreen
unit, and one that I am reasonably happy with, I think I can improve on how I plan and teach
it. I am anxious about auto-piloting it if I dont revamp it.
Page 3
Stage #1:
IDENTIFY
DESIRED
RESULTS
Page 4
Subject/Discipline
Class name and
number:
Class time frame:
Grade Level:
Key words:
District/University
/ Organization
School/Departmen
t/ Corporation
Type of school or
organization
Evaluation
Three weeks
The unit is midway in the semester and is the second main project.
F2F
Blended
Online Other: ___________________
COURSE DESIGN
Page 5
UNIT SUMMARY
UNIT OVERVIEW
Give an overview of the unit in your own words (use simple words)
The evaluation unit is the second of three main papers in the course. The first is a narrative
during which students are introduced to the courses methods as well as the idea of writing as a
process. Students will be using many of the skills from the first paper as they explore how to
write an evaluation paper. In turn, the evaluation paper builds to the third paper, an analysis.
Thus, the course is scaffolded at the macro level as well as at the class by class level. The unit
offers scaffolded activities building to a short (4 page) paper. Students learn how to develop
appropriate criteria for evaluations, how to present the results of evaluations, and how to
recognize academic language that indicates an assignment calls for evaluation.
PROFESSIONAL ORGANIZATION(S) FOR CONTENT
List all professional organizations that would have competencies, standards, or requirements for this course.
Professional
Organization
#1
Professional
Organization
#2
Professional
Organization
#3
Professional
Organization
#4
Page 6
C1
C2
C3
C4
C5
C6
What does the student need to be able to do in the future (perhaps in their career) in an environment that is
different than the classroom without the support of the instructor?
Code
TRANSFER [T]:
Competenc
What kinds of long-term independent accomplishments are desired?
y
Students will be able to independently use their learning to. . .
Codes
T #1
T #2
C4
C3, C2
T #3
T#4
C4, C6
C1, C2,
C5.
C2, C4,
T #5
C5, C6
Page 7
MEANING
An understanding is an idea that results from reflecting on and analyzing ones learning: an important
generalization, a new insight, a useful realization that makes sense out of prior experience or learning that was
either fragmented or puzzling. An understanding is not a fact (though it may sound like one) but a theory in the
broadest sense; it is the result of inference- the developing and testing of ideas by learners, with teacher
assistance, as needed- culminating in an idea that seems useful and illustrative to the learner (Wiggins &
McTighe, 2011, p. 14).
Code
ESSENTIAL QUESTION [Q]:
Competenc
What thought-provoking questions will foster inquiry, meaning-making, and transfer?
y
Put in the form of a question.
Codes
Q #1
Q #2
Q #3
C2, C6
C2 , C6
C1, C2
Q #4
taste)?
How can we understand that someone may genuinely disagree with us
,C3
C1, C2,
C3, C4,
Q #5
C5
C4, C5
Code
UNDERSTANDINGS [U]:
What specifically do you want students to understand? What inferences should they
make?
Put in the form of a statement. Students will understand that. . .
Competenc
y
Codes
U #1
C3, C2,
U #2
appropriate criteria
weighting different criteria can help a decision be made effectively
C6
C2, C1,
C5, C6
C3, C4,
C5
C1
U #3
U #4
Page 8
ACQUISITION
In the short term, our aim is that students acquire knowledge and skill. Here, you state the key declarative
knowledge (factual information, vocabulary, and basic concepts) and procedural knowledge (basic know-how or
discrete skills) you want your students to learn by the units end (Wiggins & McTighe, 2011, p. 21).
Code
KNOWLEDGE [K]:
Competenc
What facts and basic concepts should students know and be able to recall? Students
y
will know. . .
Codes
K #1
K #2
K #3
K #4
K #5
C2
C2
C3, C4
C1
C3, C4
evaluation
Code
S #1
S #2
S #3
S #4
S #5
SKILL [S]:
What discrete skills and processes should students be able to use?
Students will be skilled at. . .
Competenc
y
Codes
C1, C4
C2, C3,
C4
C4
C4
C2
Page 9
Stage #2:
DETERMINE
ACCEPTABLE
EVIDENCE
Page 10
Page 11
PERFORMANCE TASKS
Assessments where students flexibly and intelligently use what they know, in a new complex situation where
higher-order thinking in the use of content is required.
UnderstandingTask(s):
by Design (UbD) Template, Version
2.0
Desired Results
Performance
Evaluative
Criteria:
RESOURCES
Code
How will students demonstrate their
What criteria will be used in each assessment to
All Transfer
understanding (meaning-making and
evaluate attainment of the desired results?
Goals
transfer) through complex
Regardless of the format of the assessment, what
And
performance? Students will show that
qualities are most important?
All Meaning
they really understand by evidence
Goals
of:
U3
Q1
T2, T3, T4
audiences
criteria to restaurants
Q3, Q4
final conclusion
Hes the best! Individual
Q3, Q4
and audiences
conclusion
paper.
Four-page evaluation paper.
U4
Q4
and audiences
OTHER EVIDENCE
Here you place assessments of knowledge, skill, standards, and other goals that are not otherwise assessed by the
performance tasks.
Desired Results
Other Evidence:
Other Evidence Evaluative Criteria:
Code
Through what other evidence (e.g.
What criteria will be used in each assessment to
All Meaning
quizzes, tests, academic prompts,
evaluate attainment of the desired results?
Goals
observations, homework, journals,
Regardless of the format of the assessment, what
And
etc.) will students demonstrate
qualities are most important?
All Skill and
achievement of the desired results?
Transfer Goals
And
All Knowledge
and Skill Goals.
Two-page letter
S5
S1, U4, K4
on grading rubric
Students can write tight, concise, and
K3, K4, K5
S1, S2, S3, S4,
S5
on grading rubric
Grading Rubric
Pick one of your critical assessments and develop the rubric that you will be using to evaluate it. In your rubric you should list
the criterion that you will be using to evaluate the assessment, the levels that you will use, and a description for each
level/criterion.
EXEMPLARY
1. Criterion #1
Definitions
Definitions are
NEEDS
REVISION
Definitions are
Definitions are
absent or
accurate, and
be incomplete or
inaccurate.
clear.
SUFFICIENT
Definitions are
and accurate.
NO EVIDENCE
lack clarity.
Page 13
2. Criterion #2
Criteria
Criteria are
Criteria are
Criteria may be
appropriate and
inappropriate or
well justified,
/ weighted
are insufficiently
missing, ranked /
ranked /
effectively, and
developed, may
weighted
weighted
applied fairly.
be ranked /
ineffectively, or
effectively with
Rationales for
weighted
misapplied.
rationales, and
effectively but
Dissent is not
applied fairly
and are
recognized or is
and with
appropriate.
sufficiently
treated unfairly.
engaged
Dissent may be
explained, and
may be applied
dissent.
fairly, but
not engaged
Criteria are
rationale may be
missing. Dissent
is either not
acknowledged or
is handled
3. Criterion #3
Thesis
Thesis
Thesis statement is
dismissively.
Thesis statement
statement is
arguable, concise,
is present, but is
missing or is a
elegant,
and grammatically
simplistic or
simple statement of
arguable, and
correct.
underdeveloped.
fact or opinion.
complex while
It may have
It may be
being concise
and
issues.
Thesis statement is
grammatically
4. Criterion #4
Evidence
correct.
Evidence is
Evidence is well
Evidence is
Evidence is absent
accurate, well-
organized and
inadequate,
or inaccurate.
chosen, and
disorganized, or
Evidence may
well organized.
case. It connects
inappropriate.
contradict thesis.
Evidence ties
to the thesis in
Evidence may
closely to
most instances.
not relate to
Page 14
5. Criterion #5
Audience
thesis.
Material is
Material is
thesis.
While material is
Material is
presented with
presented with
presented that
presented without
careful
consideration for
attempts to meet
consideration for
readers needs,
audience
readers
new knowledge to
more
knowledge,
be explained,
consideration
reasons for
reasons for
needs to be given
reading, and
reading, and
to what is new
opinions.
opinions. Readers
knowledge for
Strategies for
informing and
knowledge and
persuading are
opinions are
reading the
successfully
respected.
information. At
employed.
Strategies for
Readers are
informing and
their prior
treated with
persuading are
knowledge and
respect.
opinions need to
generally
be respected.
successful.
Page 15
Stage #3:
PLAN
LEARNING
EXPERIENCES
Page 16
Page 17
DIAGNOSIS: How will you know what they know before the lesson
and what they know after the lesson? How will you test for
misconceptions?
1. Early scaffolded activities about low stakes evaluating tasks
will reveal student preliminary strategies
2. Group activities and class discussions will explore ability to
make connections between individual choices and wider
consequences.
3. Activities will explore differences between tastes and the
extent to which students have the ability to use criteria to
establish basis and reasoning for explaining and exploring
them.
HOOK & HOLD: How will you hook and hold student interest?
1. Students will engage in activities that ask them to consider
how someone could genuinely like something the students
find unappealing.
2. Evaluating in everyday life: movies, food, social activities,
purchasing, etc.
3. Activities that show how the skill of evaluating is embedded
H= HOOK all
students and HOLD
their interest.
Page 18
E= EQUIP students,
help them
EXPERIENCE the
key ideas, and
EXPLORE the issues.
R= provide
opportunities to
RETHINK and
REVISE their
understandings and
work?
E= EVALUTE. Allow
students to get
formative feedback to
improve their work.
Page 19
T= be TAILORED
(personalized) to the
different needs,
interests, and abilities
of learners.
Carol Ann Tomlinson
(2007) felt that
teachers can
differentiate
instruction in four
ways (1) through
differentiated content,
(2) through
individualized
process, (3)
differentiated product
and (4) through
personalized learning
environment.
CONTENT:
CONTENT, PROCESS, PRODUCT, AND ENVIRONMENT:
How will you tailor your content, process, product, or learning
environment to tailor your unit to the different needs, interests, and
abilities of your learners?
1. Students select own topics to evaluate
2. Students may opt for more individual help via conferences
3. Students write papers AND create digital project
4. Scaffolded tasks target different processes
Page 20
O= ORGANIZED
(1) How will the unit
be organized to
help your students
develop more
effective Habits of
Mind?
(2) How will your
unit be organized
to allow your
students to
develop more
effective
technology skills?
(3) How will your
unit be organized
to use technology
to analyze student
data and interpret
the results to
improve
instructional
practices?
Page 21
UbD RESOURCES
Many schools and universities are now using the UbD process. To develop this template, I
have incorporated bits and pieces from several resources. Here are some of those resources:
1. Understanding by Design Professional Development Workbook.
by- Jay McTighe and Grant Wiggins
Association for Supervision and Curriculum Development
Copyright 2004
2. Understanding by Design
by Jay McTighe and Grant Wiggins
Association for Supervision and Curriculum Development
Copyright 2005
3. The Understanding by Design Guide to Creating High-Quality Units
by Grant Wiggins and Jay McTighe
Association for Supervision and Curriculum Development
Copyright 2011
4. The Understanding by Design Guide to Creating High-Quality Units
by Grant Wiggins and Jay McTighe
Association for Supervision and Curriculum Development
Copyright 2011
5. Understanding by Design Guide to Advanced Concepts in Creating and Reviewing
Units
by Grant Wiggins and Jay McTighe
Association for Supervision and Curriculum Development
Copyright 2011
OTHER RESOURCES
Here are some of those resources:
1. Tomlinson, C. A. (2007). Ministry of Education. Differentiated instruction teachers
guide: Getting to the core of teaching and learning. Toronto: Queens Printer for
Ontario.
Page 22