Understanding by design
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The document discusses the 'backward design' approach to curriculum planning, aimed at fostering student understanding rather than rote knowledge. It emphasizes the importance of teaching the 'how' and 'why' of lessons, encouraging critical thinking and real-life connections. Effective teaching requires starting with the end goals in mind, ensuring that learning is meaningful and applicable.
Understanding by design
- 1. And a bit about myself…..
- 2. … and I have stories to tell.
- 3. Using “Backward Design “ to create meaningful teaching Plans.
- 4. UBD is an approach to curriculum planning created by the late Grant Wiggins and Jay McTighe. In their words, “it is a way of thinking more purposefully and carefully about the nature of any design that has understanding as the goal.”
- 5. What did you do before you actually went for it What did you do before the game ?
- 6. We must teach for understanding. Students must understand the “how” and “why” behind each lesson so that they can use that knowledge and apply it to new experiences.
- 7. TEACH THE TEXTBOOK ? RIGHT ? Identify the content that needs to be covered. Spend countless hours looking for activities on THE INTERNET that look fun and seem related Make a plan of when to use those activities over the coming week
- 8. Huh ? Whats right then ? Did we teach for understanding ? You come to the end of the lesson and hope that students are prepared and will perform well on a test. perhaps they do You ask them about the content weeks after the test and they look at you like they have no idea what you’re talking about. And you can’t figure out why. After all, they were “engaged” in so many hands-on activities!! Everyone seemed to enjoy the lessons! What happened?
- 9. KNOWLEDGE UNDERSTANDING What is the colour of the sky ? What is 6x83 ? When students begin making connections between real life experiences and their lessons. When they are thinking critically about the topics and asking questions that leads to more learning. Most of all, if there is positive increase in their success in applied assessments – both formal and informal.
- 10. REMEMBER WHAT WE TALKED ABOUT ? FOR A SUCESSFUL LESSON WE MUST BEGIN AT THE END
- 11. UBD We have to begin with the end in mind. We have to move the focus from knowledge to understanding what we know We have to relate all learning to the big picture We have to design all learning to meet the above criteria.