The document describes the Understanding by Design (UbD) curriculum model advocated by Jay McTighe and Grant Wiggins. It outlines the three stages of UbD:
1) Stage 1 focuses on desired results and setting standards and objectives for what students should know and be able to do.
2) Stage 2 focuses on determining acceptable evidence of student understanding through assessments and demonstrations of knowledge.
3) Stage 3 involves planning learning activities and instruction to help students achieve the desired results and standards set in Stage 1.
The document describes the Understanding by Design (UbD) curriculum model advocated by Jay McTighe and Grant Wiggins. It outlines the three stages of UbD:
1) Stage 1 focuses on desired results and setting standards and objectives for what students should know and be able to do.
2) Stage 2 focuses on determining acceptable evidence of student understanding through assessments and demonstrations of knowledge.
3) Stage 3 involves planning learning activities and instruction to help students achieve the desired results and standards set in Stage 1.
The document describes the Understanding by Design (UbD) curriculum model advocated by Jay McTighe and Grant Wiggins. It outlines the three stages of UbD:
1) Stage 1 focuses on desired results and setting standards and objectives for what students should know and be able to do.
2) Stage 2 focuses on determining acceptable evidence of student understanding through assessments and demonstrations of knowledge.
3) Stage 3 involves planning learning activities and instruction to help students achieve the desired results and standards set in Stage 1.
The document describes the Understanding by Design (UbD) curriculum model advocated by Jay McTighe and Grant Wiggins. It outlines the three stages of UbD:
1) Stage 1 focuses on desired results and setting standards and objectives for what students should know and be able to do.
2) Stage 2 focuses on determining acceptable evidence of student understanding through assessments and demonstrations of knowledge.
3) Stage 3 involves planning learning activities and instruction to help students achieve the desired results and standards set in Stage 1.
of Understanding by Design as a curriculum model Objective : Show how UbD enhances deeper understanding of the most essential things to be learned UNDERSTANDING by DESIGN (UbD), A CURRICULUM MODEL This is a curriculum model advocated primarily by Jay Mc Tighe and Grant Wiggins in their book, Understanding by Design (2005) THE 3 ELEMENTS/STAGES OF UbD Stage 1 has something to do with the results/desired outcomes. - What the students should be able to know and to do at the end of the course or unit. They are expressed in terms of overall goals and specifically defined in terms of content and performance standards. Stage 2 is on assessment. - refers to the acceptable evidence that the desired goal has been attained. This evidence may be in the form of products and performances. These products and performances are the demonstration of conceptual understanding, content skill, and attitudes students learned. Stage 3 spells of the details of the instructional activities that students will go through to attain the standards. Below are an outlined and some additional details on the 3 stages: Stage 1: Set Targets 1. Intended results/desired outcomes Content Standards: These refer to what students should know and be able to do. Performance Standards. These refer to the level of proficiency with which a student can demonstrate what he/she knows and what he/she can do. 2. Essential Understandings. These are big and enduring ideas at the heart of the discipline which we want children to remember even long after they leave school 3. Essential Questions. These are open-ended, provocative questions that spark thinking and inquiry into the essential meanings and undertakings 4. Curriculum Objectives. These are expressed in terms of specific knowledge, skills and values which are expected to be taught and learned. Stage 2: Determine evidence of understanding. There are six (6) facets of understanding. SIX FACETS (6) OF UNDERSTANDING AS INSTRUCTIONAL TOOLS (MC TIGHE, J. AND G. WIGGINS, 2005) Explain -demonstrate, model, predict, prove, synthesize teach -Describe, predict, prove, synthesize teach - describe - design - exhibit - instruct Interpret - create analogies - critique - document - evaluate - illustrate - judge - create metaphors Apply - adapt - propose - invent - solve - produce - design See from various perspective - analyze - argue - criticize - infer - contrast Emphatize - assume the role of - be like - consider - imagine - role-play Reflect Self-Knowledge - be aware of - realize - recognize - reflect - self- assess Learning Activities Using the six facets Topic: Nutrition 1. Explanation. Develop a brochure to help younger students understand what is meant by a balanced diet 2. Interpretation. Discuss what the popularity of Fast foods say about modern life. 3. Application. Plan a menu for a class party consisting of healthy yet tasty snacks. 4. Perspective. Conduct research to find out if the Food Pyramid Guidelines apply in other regions such as Antarctica, Asia, the Middle East and the impact of diverse diets on health and longevity. 5. Empathy. Imagine how it might feel to live with a dietary restriction due to a medical condition. 6. Self-knowledge. Reflect on the one that can become extent o healthy eater? Stage 3: Plan Instruction This stage follows the following steps: 1. Explore 2. Firm up 3. Deepen 4. Apply/Transfer Explore - Find out what your students know and not know about the lesson Firm up - Affirm the correct concepts or skills that they know. Correct what is erroneous. Teach what they do not know. Deepen - Remember wait time I and II – at least 5 seconds of thinking time after a question and after a question and after a response -Call on students randomly - Use probes and follow-ups - ask students to “unpack their thinking” - periodically ask for summaries - play devil’s advocate - survey the class: how many agree with___? - Pose metacognitive/reflective questions -Encourage student questioning - Use think-pair-share Apply/Transfer Stage - Is the application of concepts, skills and attitudes learned in real life WHERETO Framewok - This acronym is a propose framework for developing an instructional plan. This can help you in the stage 3 of UbD. WHERETO Framewok - This acronym is a propose framework for developing an instructional plan. This can help you in the stage 3 of UbD. H – How will I HOOK the learners? E – How will I EQUIP students to master identified standards? What learning EXPERIENCES will help deepen understanding? R – How will i encourage learners to RETHINK previous learning? How will I encourage ongoing REVISION and REFINEMENT? E – How will I promote self- EVALUATION and reflection? T – How will I TAILOR my learning activities to address the different readiness levels, learning profiles of students? O – How will the learning experiences be ORGANIZED to maximize engaging and effective learning? Journal No. 10 Formulate an instructional plan using UbD. Follow the three elements/stages.