1. “Enriching Computer
Curriculum with UBD”

3. “Enriching Computer
Curriculum with UBD”

4. “To begin with the end in mind means to
start with a clear understanding of your
destination. It means to know where you’re
going so that you better understand where
you are now so that the steps you take are
always in the right direction.”
- Stephen R. Covey, The 7 Habits of Highly Effective People

5. Learning Objectives
• define understanding from the UBD
perspective
• explain how the 3 stages of UBD
facilitate learning
• prepare concept matrix and
performance matrix as well the learning
plans showing UBD integration

6. Sequence from 1-10; 1 as the
first task to be carried out
Short Activity

7. 3 Teaching or implementing the plan
Administering formative
6
assessment
2 P lanning the teaching-learning activities
8 M onitoring learning outcomes
5 D esigning assessment means

8. 10
P roviding intervention
1 Identifying the objectives/goals
7 Administering summative assessment
4 Identifying the topic/subtopic of the lesson
9 Feedback of students’ learning outcomes

9. Teachers are designers of
learning, of environments, of
students' experience. More
specifically, they claim that
teachers can increase the
effectiveness of their teaching by
employing a process that they
call "backward design."
- Grant Wiggins & Jay McTighe

10. CHANGES TO DEPED
No. 472 s.2009 MEMORANDUM NO. 431, S. 2009
(National Education Conference on
Understanding by Design)
NATIONAL EDUCATION
No. 431 s.2009 CONFERENCE ON UNDERSTANDING
BY DESIGN
SEMINAR TRAINING-WORKSHOP ON
No. 48 s.2010 UNDERSTANDING BY DESIGN IN ACTION:
REDESIGNING TEACHING AND LEARNING
ACROSS CONTENT AREAS
NATIONAL SEMINAR ON TEACHING
No. 13 s.2010 SCIENCE THROUGH UNDERSTANDING BY
DESIGN

11. PCMed-TechnoKids

12. “Enriching Computer
Curriculum with UBD”
+ UBD = ?

13. WBLS has 7 Mastery Skills:
1.Learning to THINK
2.Learning to INTUIT
3.Learning to FEEL
4.Learning to DO
5.Learn to COMMUNICATE
6.Learning to LEAD
7.Learning to BE

14. Grantt Wiggins UBD?
Jay McTighe
Challenge

15. How does UbD differ from our
conventional thinking about
teaching and learning?
Answer:
UBD gives serious
consideration to the meaning of
understanding
- Grant Wiggins & Jay McTighe

16. The primary goal of UBD is
student understanding
that is,
the ability to make meaning
of BIG ideas and
transfer their learning

17. Note:
In UbD, we design a unit (not a
lesson)which may be composed of
topics taught for 6 days to 20 days.

18. Stages of Backward Design
- Grant Wiggins & Jay McTighe

19. Sequence of Teaching with UBD

20. Sequence of Teaching with UBD

21. Sequence of Teaching with UBD

22. - Grant Wiggins & Jay McTighe

23. - Grant Wiggins & Jay McTighe

24. Learning for Understanding

25. Stage 1 – Desired Results
Transfer(or Established) goals =
Include the National (Department
of Education), local or
professional standards; course or
program objectives and school
learner outcome

26. Transfer Goal
• States the long term
accomplishments that students
should be able to do with
knowledge and skill, on their own
• Answers the question Why and
What?

27. Goal for Mental Process: Different levels
of Complexity Using the New Taxonomy

28. Enduring Understanding
• Cannot be transmitted ; must be
earned by the learner
• Is a meaningful “big idea”, the moral
of the story of the unit
• Make sense of otherwise discrete,
• Facts- it connects the dots

29. BIG IDEA
• refers to transferable concepts,
principles, and theories that should
serve as focal point of curricula,
instruction and assessment.
• helps to connect the discrete facts
and skills.

30. Essential Questions
• are open-ended provocative
questions (no simple right answer)
• designed to guide student inquiry and
focus instruction
•Is meant to be investigated and
encourages active “meaning making” by
the learner about the important ideas.

31. Knowledge and
Skills
• are more discrete objectives that
we want students to know and able
to do.
• specify what students should know
and be able to do a result of the unit.

32. Values Integration / Disposition
• Accuracy in typing the source
code
• Patience in debugging a program
• Listening with empathy
• Sharing and Respect others

33. STAGE 2 :
Assessment Evidence
Students should be presumed
innocent of understanding
until proven guilty by a
preponderance of evidence.

34. - Grant Wiggins & Jay McTighe

35. Performance Task
• Should be written in the GRASPS
format to make assessment task more
authentic and engaging.
• Students must be given challenging
questions, with increasing difficulty and
increasing repertoire.

36. GRASPS
G – The goal or
challenge statement
in the scenario

37. GRASPS
R – The role of the
student plays the
scenario

38. GRASPS
A – The audience or
client that the student
must be concerned with
in doing the task

39. GRASPS
S – The particular
situation or setting
context and its
constraints and
opportunities

40. GRASPS
P – The specific
performance or
product expected

41. GRASPS
S – The standard or
criteria by which the work
will be judged

42. 6 Facets of Understanding
1.Explanation
2.Interpretation
3.Application
4.Perspective
5.Empathy
6.Self Knowledge

43. Assessment
R – The role of the
student plays the
scenario

44. STAGE 3 :
Learning Plan
planning learning experiences and
instruction, details students' activities
throughout the class, lists which
resources to be used, and evaluates
if these activities and resources
follow the WHERETO criteria.

45. - Grant Wiggins & Jay McTighe

46. WHERETO
• Where is the unit heading and
why?
• Hook and hold students’ attention.
• Equip students with necessary
experiences, tools, knowledge to
meet goals.

47. WHERETO
• Allow students to rethink ideas,
reflect on progress, and revise
their work.
• Allow opportunities for students to
evaluate progress.
• Tailor to students needs
• Organize to optimize understanding

48. Sample Unit Design
• UbD Sample Template
• Sample 1: Algebra
• Sample 2:Health
• UBD Presentation