Understanding by Design

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Understanding by Design

• Backwards Planning

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Basics of Backwards Design

• Step 1 Identify the Desired Results
• Step 2 Determine Acceptable Evidence
• Step 3 Plan Learning Experiences and Instruction

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STEP 1Identifying the Desired Results

• List the standards you wish to teach
• Unpack the standard(s)
• Determine the Essential Questions
• Determine the Topical Questions
• Determine the Key Understandings

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Unpacking the Standard
Grade 6 Science- SOL 6.6c The student will
investigate and understand the properties of air
and the structures and dynamics of the Earths
atmosphere. Key concepts include C- how the
atmosphere changes with altitude.

• Stated or implied ideas in Nouns Adjectives
• Structure and dynamics
• of Earths atmosphere
• Changes with altitude

• Stated or implied real- world performance in the
  verbs
• Investigate the structures and dynamics of the
  atmosphere
• Understand how the atmosphere changes with
  altitude

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You unpack the standards
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What is an Essential Question?

• Broad in scope
• Not easily answered in one sentence- meant to be
  discussed
• Might be controversial or pose a dilemma
• Requires reasoning and justification
• Sparks more questions
• Important questions that recur throughout all
  our lives- K-12 and beyond

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DOE Website

• Did you know that the DOE website has already
  created essential questions for you?
• http//www.pen.k12.va.us/VDOE/Instruction/sol.html
  general

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• Essential Questions
• What are the structures and dynamics of the
  earths atmosphere?
• How do the layers of the atmosphere impact our
  lives?

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You Write an Essential Question
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What is a Topical Question?

• What exactly do I want my students to know about
  this topic?
• Can be answered by uncovering the SOL content
• Can be answered as a result of in-depth inquiry
  into a single topic
• Can be answered in 1-2 sentences

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• Topical Questions
• What are the 5 layers on the atmosphere?
• What are the general characteristics of each
  layer?

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You Write Topical Questions
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Comparing Types of Questions

• Essential Question
• How do the various body system interact?
• What are the factors influencing the rise and
  fall of powerful nations?
• In what ways does art reflect, as well as shape,
  culture?
• How do authors use different story elements to
  establish mood?

• Topical Question
• How does food turn into energy?
• Why did the Roman Empire collapse?
• What do ceremonial masks reveal about Inca
  culture?
• How does Ernest Hemingway use language to
  establish a mood?

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Knowledge versus Understanding

• Knowledge- Topical Questions
• The facts
• Verifiable claims
• Right or wrong
• I know something to be true
• I respond on cue with what I know

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Knowledge versus Understanding

• Understanding- Essential Questions
• The meaning of the facts
• The theory that provides coherence and meaning to
  the facts
• Fallible, in-process theories
• A matter of degree or sophistication
• I understand why it is, what makes it knowledge
• I judge when and when not to use what I know

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Determining Key Understandings

• Key Understandings
• The 4 layers of the atmosphere- Thermosphere,
  Mesosphere, Stratosphere, and Troposphere
• The high and low temperature of each layer
• The height of each layer
• The relationship of the layer to the ground
• The characteristics of each layer

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You Write the Key Understandings
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Step 2- Determine Acceptable Evidence

• Performance Tasks and Projects
• Traditional Evidence
• Informal Checks/Observations
• Quizzes and Tests
• Homework
• Reflections
• Self-assessment

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Planning Assessments

• 1.What kinds of evidence do we need?
• 2.What specific characteristics in student
  responses, products, or performance should we
  examine?
• 3. Does the proposed evidence enable us to infer
  a students knowledge, skill, or understanding?

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How Can Technology Help in Planning Assessments?

• Online quizzes and tests
• Differentiation
• Portfolios
• Rubrics
• How will these assessments be converted to data
  to answer questions about student learning?

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Planning for Learning

• Plan engaging lessons that will
• Accomplish learning
• Result in good performance on assessments
• Be engaging and effective

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How can technology be used to build engaging
lessons?

• Project based/student centered learning
• Collaboration
• Communication
• Programs and online resources
• Creativity
• As a differentiation tool

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What can you do to help teachers plan effective
lessons using the Backwards Design methods?
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What can you do to help teachers plan effective
lessons using the Backwards Design Method?
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• References
• Covey, S.R. (1989). The seven habits of highly
  effective people Powerful lessons in
• personal change. New York Free Press.
• Wiggins, G. and McTighe, J. (2005).
  Understanding by Design. Upper Saddle River,
• NJ Pearson Education Inc.
• McCollum, S. L. (1994) Performance Assessment in
  the Social Studies Classroom A How-To Book for
• Teachers. Poplin, MO Chalk Dust Press.
• McTighe, J. and Wiggins, G. (1999) The
  Understanding by Design Handbook. Alexandria, VA
  Association
• for Supervision and Curriculum Development.
• Social Studies Center for Educator Development.
  (1999) Texas Social Studies Framework,
  Kindergarten-
• Grade 12 Research and Resources for Designing a
  Social Studies Curriculum. Austin, TX Texas
• Education Agency.
• Wiggins, G. and McTighe, J. (1998) Understanding
  by Design. Alexandria, VA Association for
• Supervision and Curriculum Development.