3. Universal Design for
Learning…
UDL is a learning theory that has been developed by
Rose and Meyer, that strives to ensure that the learning
environment, including curriculum, assessment and
teaching and learning tools promote learning and remove
barriers to learning.
http://youtu.be/aaSZqgr2eUM
6. Differentiated Instruction…
DI looks at the how and where we teach our students, focusing on
the best practices for each learner. In addition to content
expectations is the difficulty of meeting the diverse needs of today’s
classroom
Languages, culture, gender, economic disparity, motivation,
disability, personal interests and learning styles as well as home
environments are just some of the many variables that students
bring to school with them.
These variables can render ineffective even the best curriculum if the
diverse needs of the class are not met.
Suggested Readings- Carole Tomlinson
7.
8.
9. Universal Design for Learning
Tomlinson & McTighe (2007)
both use the metaphor of a
sailboat
This metaphor could be
extended. UbD is the final
destination for this sailboat.
DI allows each of the sailors
to demonstrate their
competence. "UDL" ensures
that the boat itself is capable
of the trip and free of
obstacles that might interfere
with the achievement of the
goal.
10. Traditional design is like
setting out on a trip
and not knowing where you are going
And
not knowing
how you will know when you get there
Textbook
Teacher’s favorite
topic/book
Time-honored activities
11. Backward Design
“To begin with the end in mind means to
start with a clear understanding of your
destination. It means you know where
you’re going…so the steps you take are
always in the right direction”
12. What is
backward design?
It’s thinking about
assessment
before
Deciding how you teach
BEFORE Planning instruction
How will the student prove he/she understands..?
13. It seems backward
because rather than creating
assessments near the end of a
unit of study (or relying on textbook
tests) we determine
assessment evidence as we
begin
to plan a unit
15. Curriculum Planning
Key Concept:
The textbook or novel is not the course of study
The textbook or novel is only a resource that supports the desired
results
They are tools – not the syllabus
Coverage is like marching through the
textbook
18. Challenges…
We teach so that others may understand.
Our challenges:
Finding time to ‘teach all standards’
and maintain the rigor (teaching for
understanding - not just ‘to cover’)
Making lessons meaningful
Engaging students in the learning
process
19. Understanding…
The underlying assumption is that understandings are
constructed in the minds of the learner.
Understanding is the ability to transfer learning to new,
different and unique experiences.”
-Wiggins
20. Old saying….
“If you don’t know exactly where you
are headed, then any road will get
you there.”
21. Three Stages of UbD
Stage 1: Identify the Desired Results
Unpack the learning, prioritize learning goals, determine
expectations ….
Clarify Learning Outcomes – what must the
student know at the end of the unit/lesson?
It is here we need to ask ourselves, "What
are the enduring understandings that the
students must obtain?”
22. “Let the main ideas which are
introduced into a child’s education be
few and important, and let them be
thrown into every combination
possible.”
-Whitehead, 1929
23. How to Use Backward Design
– Stage 1
Use national, state, or provincial content standards as a starting
point.
“Unpack” the nouns and verbs in the standards to point to the
“big ideas”
Use the template as a tool for developing a coherent,
purposeful, and efficient design for learning.
24.
25. A Big Idea … (bottom line)
It’s the central and organizing notion.
It’s the core idea in a subject
It has lasting value and transfers to other inquiries and
requires uncovering because it is not obvious.
26. Big ideas
Concepts adaptation, perspective
Themes good triumphs over evil,
coming of age
Paradoxes freedom must have limits,
leave home to find oneself
Theory manifest destiny, evolution
Underlying assumptions markets are rational, text
have meaning
Understanding/Principle correlation does not ensure
cause, form follows function
examples
27. To what extent does the idea, topic, or process represent a “big idea”
having enduring value beyond the classroom?
Enduring understandings go beyond discrete facts or skills to focus on
larger concepts, principles, or processes. As such, they are applicable to
new situations within or beyond the subject.
For example, we study the enactment of the Magna Carta as a specific
historical event because of its significance to a larger idea.
That idea is the rule of law, whereby written laws specify the limits of a
government's power and the rights of individuals—concepts such as due
process. This big idea transcends its roots in 13th century England to
become a cornerstone of modern democratic societies.
Does a student need to know this in adult
life?
28. Essential Questions
Have no simple ‘right answer; they are meant to be
argued and discussed (discovered, uncovered)
Designed to provoke and sustain inquiry
Often address the foundational or historical issues of a
subject
Lead to more questions
Naturally come back again when learning
Encourage ongoing re-thinking of big ideas, assumptions,
prior learning (transference…)
Could be overarching or topical
29. Understandings
Frame the desired understanding as a full-sentence generalization
in response to the phrase, “Students will understand that…”
Beware of stating an understanding as a truism or vague
generality. (Triangles have 3 sides – truism or vague generality?-
The U.S. is a complex country – truism or vague generality?) –
Check to see your stated understandings don’t end with an
adjective (i.e. fractions are important)
Avoid the phrase, “Students will understand how to…”
“Understanding is the ability to transfer learning to new, different,
and unique experiences” - Wiggins
30. Knowledge…
What we want students to know
Vocabulary
Terminology
Definitions
Key factual information
Formulas
Critical details
Important events and people
Sequence and timeline
31. Skills…What we want students to
be able to do
Basic skills – decoding, arithmetic computation
Communication skills – listening, speaking, writing
Thinking skills – compare, infer, analyze, interpret
Research, inquiry, investigation skills
Study skills – notetaking
Interpersonal group skills
32. Standards
Use Bloom’s Taxonomy to help
understand what each standard is
requiring and help ensure that standards,
lessons, and assessments are aligned.
Big Ideas are found in the nouns and
adjectives of the standard.
Stated or implied real-word
performance is found in the verbs.
36. 2nd Component:
Essential Questions
“To question means to lay open, to
place in the open. Only a person
who has questions can have real
understanding.”
Hans-Georg Gadamer, 1994
37. Essential Questions …
Have no simple ‘right answer; they are meant to be argued
and discussed (discovered, uncovered)
Designed to provoke and sustain inquiry
Often address the foundational or historical issues of a subject
Lead to more questions
Naturally come back again when learning
Encourage ongoing re-thinking of big ideas, assumptions, prior
learning (transference…)
Could be overarching or topical
38. Which is the best EQ in each
example?
What is foreshadowing? OR
How does foreshadowing help you understand a
story?
What is a linear equation? OR
How do you use linear equations to solve real
world problems?
40. 3rd Component - Desired
Outcomes
Determine the Learning Goal (standard)
Clarify specifically what the student will know,
understand, and be able to do (unpack the standards)
41. Stage 1: Identify the Desired Results
Stage 2: Determine Acceptable Evidence
What evidence could be used to
document and validate the learning
that has been achieved
Evidence is gathered throughout the
learning time - includes formative and
not only summative assessments
Stage 3: Plan learning experiences and instruction
42. Stage #2
Assessment Evidence
Performance Task
or Culminating Activity
provides
evidence
that students are able to use their knowledge
in context
This is the time to create the task.
43. It’s authentic if:
Task set in a scenario that replicates or simulates real-world
situations
44. The Swimming SchoolThe Swimming School
Tune:Tune: ““On Top of Old SmokyOn Top of Old Smoky””
Last year I decidedLast year I decided
To be fit and trimTo be fit and trim
So I took a class called,So I took a class called,
““LetLet’’s Learn How to Swims Learn How to Swim””
The classroom was tidy,The classroom was tidy,
the textbook was coolthe textbook was cool
It had colored pictures of folks in a pool.It had colored pictures of folks in a pool.
Written by Jean Spanko
45. I read every chapter, I read every lineI read every chapter, I read every line
I did all the worksheets- success would be mine.I did all the worksheets- success would be mine.
The teacher said,The teacher said, ““First thing,First thing,
WeWe’’ll learn not to drown.ll learn not to drown.
II’’d suggest you take notes now,d suggest you take notes now,
‘‘Cause this is profound.Cause this is profound.
The test will be Friday, itThe test will be Friday, it’’s fill-in-the-blanks fill-in-the-blank
I grade on the bell curveI grade on the bell curve
To see where you rank.To see where you rank.””
Swimming School, pg. 2Swimming School, pg. 2
Written by Jean Spanko
46. Well, wonder of wonders,Well, wonder of wonders,
I got the best scoreI got the best score
So now I was ready to swim shore to shore.So now I was ready to swim shore to shore.
I rushed to the poolI rushed to the pool
Which was right down the blockWhich was right down the block
I jumped in the water and sank like a rock.I jumped in the water and sank like a rock.
The lifeguard who saved meThe lifeguard who saved me
Was not too impressedWas not too impressed
When I showed my grade cardWhen I showed my grade card
That proved I was best.That proved I was best.
Swimming School, pg. 3Swimming School, pg. 3
Written by Jean Spanko
47. He said,He said, ““SwimmingSwimming’’s a pattern of kicking and strokess a pattern of kicking and strokes
But you have no program, your class was a hoax.But you have no program, your class was a hoax.””
So now ISo now I’’m enrolled inm enrolled in
““LetLet’’s Learn How to Knit,s Learn How to Knit,””
II’’m making a muu-muu~m making a muu-muu~
Forget being fit!Forget being fit!
Swimming School, pg. 4Swimming School, pg. 4
Written by Jean Spanko
48. It’s authentic if:
It requires judgment and innovation
Has to use skills
wisely/effectively to
address challenges or solve
problems. The realistic
challenges require the
learner to figure out the
nature of the problem
Not reciting, restating,
regurgitating
How would an adult truly use this in real life?
49. Performance Tasks and Projects
As complex challenges that mirror the issues and problems faced by
adults, they are authentic. Ranging in length from short-term tasks to
long-term, multi-staged projects, they require a production or
performance. They differ from prompts because they
•Feature a setting that is real or simulated: one that involves the kind
of constraints, background noise, incentives, and opportunities an
adult would find in a similar situation.
•Typically require the student to address an identified audience.
•Are based on a specific purpose that relates to the audience.
•Allow the student greater opportunity to personalize the task.
•Are not secure. Task, criteria, and standards are known in advance
and guide the student's work.
52. Rubrics are given to the student when the task is assigned-
Danielson ranks “highly proficient” teachers as those who
have the students create the rubrics!
Determine the criteria by:
Establish the BEST, the EXEMPLARY
Define the lowest level of performance
Identify what is between the top & bottom
Be sure that the collected assessment evidence fits
with and confirms the desired results outlined in the
first step!
54. Why Assess?
Assessments are not just to provide a ‘grade’
Purpose of assessment:
Determine if learner ‘got it’……Gather evidence which
demonstrates learning outcomes were achieved
Help teachers determine extent of student understanding
Guide next steps of instructions
Provide appropriate scaffolding/differentiated instruction for
students throughout the learning experience
Provide feedback to stakeholders (students/parents)
55. Depth of Knowledge
Adapted from the model used by Norman Webb,
University of Wisconsin, to align standards with
assessments. Focuses on content standard in order to
successfully complete an assessment item/task.
56. Stage 1: Identify the Desired Results
Stage 2: Determine Acceptable Evidence
Stage 3: Plan learning experiences and
instruction
What specific content and skills must be ‘taught’ to
achieve desired results?
What is the best way to ‘teach’ the content and skills?
(order and delivery)
What resources will we need?
How much time might be required for learning?
"Reduce your plan to writing... The moment you
complete this, you will have definitely given
concrete form to the intangible desire." - Napoleon
Hill
57. Stage 3…
The general guideline is to determine how to make the
learning process engaging and effective given the desired
results and the evidence needed.
58. Lasting thought ….
“For any subject taught in primary school, we might ask [is
it] worth an adult’s knowing, and whether having known
it as a child makes a person a better adult. A negative or
ambiguous answer means the material is cluttering up
the curriculum.”
Jerome Bruner (Cognitive Psychologist), 1960
Editor's Notes
Among a thousand other challenges!!!!!
Hopefully, we know where we are going when we begin a class or unit! (focused teaching!!!) Thus, shouldn ’ t we know the road to take before we start?
H-out from wkbk pp. 65,66,72
Hand-outs: wkbk p. 83, 88, 92
Referred to by others as KUD….
Have template (blank and with example available at this point) as well as Standards for self-assessment -ex within book p. 22-28 -we don ’ t want to HOPE for learning!
