Name Understanding by Design (UbD) TemplateStage 1—Desir.docx
- 1. Name: Understanding by Design (UbD) Template Stage 1—Desired Results Q Established Goals: Students will understand to add and subtract of the numbers. Understandings: The student will understand some of the terms and symbols that are very important to add or subtract numbers. Essential Questions: What does the mean plus or add? How can we find the different between two numbers? What does “=” mean? And when can we use it? Students will know the most popular of the three symbols: 1- "+" to add the numbers. 2- "-" to subtract the numbers. 3- "=" to equal the numbers. Students will be able to · Use the terms 'add, plus, equals, minus, and the difference between them'. · Use number line to model and determine the difference
- 2. between two numbers, e.g. “Difference between 7 and 4 is 3”. · Use the symbols for plus (+), minus (–) and equals (=). Stage 2 – Assessment Evidence Performance Tasks: • I am math teacher (R) and I have been hired by the principal and council (A) of The School of Riyadh for elementary students who are 11 years old. The exercise will target the addition and subtraction of the math. I must illustrate and define each one. (G) I am going to use audio aids in teaching them then the students are going to write down new ideas in a table that I have made in a booklet. (P) The table contains topics and underneath each topic, there are three boxes that contain each pillar. Each box has to have the particular picture that defines each pillar and must be colorful as well. All this is in stapled booklet. (S) The cost of the tablet and booklets are $100. This task must be completed in one week (S2). Other Evidence: How were addition and a subtraction derived? (E) How is addition translated to sunbathing? (I) How is addition or subtraction use in our world? (A) How does addition compare to subtraction? (P) How can I best recognize addition and subtraction? (SK) Stage 3 – Learning Plan Learning Activities: Differentiated Instruction
- 3. White Cube (Basic Level) EXPLAIN Big Idea: INTERPRET APPLICATION PERSPECTIVE Unit: Cubing Examples using the Six Facets of Understanding EMPATHY
- 4. SELF-KNOWLEDGE Differentiated Instruction Red Cube (Intermediate Level) KNOWLEDGE Big Idea: . COMPREHENSION APPLICATION ANALYSIS Unit: Cubing Examples using Bloom’s Taxonomy
- 5. SYNTHESIS EVALUATION Differentiated Instruction (Advanced Level) ThinkDOTS Sternberg’s Triarchic Model ● SC Big Idea: ●● SA ●●● SC ●● ●● SP Unit: Cubing Examples
- 6. using ThinkDots and Sternberg ●●● ●● SP KEY: SC = Creativity SP = Practical SA = Analytical ●●● ●●. SA G U Q S
- 7. T� OE L L Running head: KEEPING SCORE 1 Keeping Score Jillian Grantham Grantham University
- 8. KEEPING SCORE 2 Abstract Proposed changes to Little League scoring policies can seriously affect the elements that make this game not only popular, but beneficial to the children who play the game and the families who support them. This article explores the proposal of a local little league to develop a no- scoring policy, the reasons behind such a decision, and the potential outcomes of this plan.
- 9. KEEPING SCORE 3 Keeping Score Little League is an immensely popular sport. With several leagues scattered across the country and the world, it is one sport that continues to grow in popularity. As Michael Bamberger reports in his article, “The Kids Are All Right”, “Little League International is by far the biggest youth baseball organization in the world, with 2.1 million boys and girls under the
- 10. age of 13 playing in 104 countries. Ripken Baseball is a distant second, with 600,000 boys and girls playing in the U.S. and five other countries,” and these are only two leagues out of many (Bamberger, 2002, para. 5). Through these youth organizations, players learn the value of hard work, collaboration, focus, and so on. Yet in April of 2009, the Little League commission in Silverton, Kansas proposed a change to the decades-old tradition of keeping score, a move that could hinder the positive effects the local Little League organization has had on the community. According to the proposal, the elimination of scoring will help children and their parents focus on the intended purpose of the game: participation. Citing unnecessary stress in children, the commission hopes to change the League’s approach to children’s baseball within two months. While the reason for the proposed change is worthy of attention, the commission should reconsider such a dramatic shift in this beloved pastime. Without evidence of a correlation between the children’s stress and the scoring system, the League might be correcting a
- 11. nonexistent issue. The League should also consider how players’ parents will react to the change. The commission’s proposal could result in uprooting years of Little League tradition as well as the loss of important childhood lessons about effort and reward. Evidence should be provided to the community to demonstrate precisely how the scoring system is contributing to children’s stress and how the removal of the system will alleviate that stress. Children experience stress for dozens of reason, and most of those reasons have very little KEEPING SCORE 4 to do with baseball. Many children feel pressured about their school work and need extra attention academically. Often, children experience bullying or have trouble making friends. In some cases, children are exposed to an unstable environment at home. The community should focus with certainty on the proven culprit of its children’s stress. Removing the Little League’s
- 12. scoring system without any benefit might cause even more stress, and it will most likely prove to be an undesirable option for parents. Many parents remember playing in Little League themselves. Established in 1939, the League has a rich history that many modern-day parents were involved in as children (“The Federal Incorporation,” n.d.). Understandably, parents want to pass their childhood joys to their children while simultaneously reliving some of those experiences. The emotional intensity parents experience when they have a child in Little League is challenging at times but ultimately rewarding. Cheering for their children, consoling them after a loss, celebrating after a win, bragging about accomplishments to friends and relatives: These bonding experiences will be altered almost beyond recognition without scores, and parents might be reluctant to part with them. Similarly, parents will be reluctant to part with what is currently an excellent educational experience for children. Little League is centered on the game baseball, but it’s more than a
- 13. game. When these teams of children practice, they understand that the skills they’re perfecting will soon be put to the test. When they’re up to bat, they understand that focus is imperative. When they run, they run with all their might because, otherwise, they disappoint their teams. And when they win, they know that all their efforts were not in vain. In this moment, especially, they learn the value of hard work. This learning process might sound intense for a child, but it’s important to prepare future CEOs and engineers and bankers for the demanding world they will KEEPING SCORE 5 soon face. The instinct is to protect children until they’re adults, but the consequences of unprepared adults waiting around for their trophies might be harsher than the rules of children’s baseball. Little League teaches children cooperation and discipline while offering hours of fun, and it creates a focal point for families to come together. Little
- 14. League is, in many parents’ minds, an icon and a testament to a simpler time. A dramatic change in the structure of the game could change the way people perceive its purpose. The commission is right to address the issue of stress in children, but they should investigate the cause more thoroughly. The commission should prove that the League’s scoring system causes stress in children before making such a dramatic change to this beloved game. KEEPING SCORE 6 References
- 15. Bamberger, M. (2002). The kids are all right. Sports Illustrated, 97(9), 48. The federal incorporation of little league. (n.d.). Little League Online. Retrieved from http://www.littleleague.org/learn/about/historyandmission/feder al.htm