9 Matching Annotations
  1. Mar 2019
    1. This is a description of the form of backward design referred to as Understanding by Design. In its simplest form, this is a three step process in which instructional designers first specify desired outcomes and acceptable evidence before specifying learning activities. This presentation may be a little boring to read as it is text-heavy and black and white, but those same attributes make it printer friendly. rating 3/5

  2. Sep 2018
    1. three-stage design process (Desired Results, Evidence, and Learning Plan)

      Begin with the end in mind. Know the goals or expectations you want your students to accomplish.

    2. think purposefully about curricular plan-ning.

      Thinking about the purpose of your curriculum and the goals or objectives you want your students to accomplish is key.

  3. Jul 2018
    1. Figure 1.6. The Big Picture of a Design Approach

      Great for using as template or checklist while writing lesson/ unit plan

    1. The UbD framework promotes not only acquisition, but also the student’s ability to know why the knowl-edge and skills are important, and how to apply or transfer them in meaningful, professional, and socially important ways

      This is the main reason why I am so interested in learning more about the UbD framework and templates. It really delves into WHY we teach what we're teaching. Is it because of standards or real world application? How can my students use this information in other areas?

    1. s It an Essential Question?A question is ‘essential’ if it . . .• Has no simple ‘right answer’ that can be looked up;• Is meant to be investigated, argued, looked at from different points of view;• Raises other important questions, and if the question itself can be fruitfully questioned;• Naturally arises in everyday life, and/or in ‘doing’ the subject;• Constantly and appropriately recurs; it can be asked and re- asked over time, and as a result of further learning.

      Good point- guiding questions of lessons using Ubd need to involve higher order thinking skills

    1. There’s a great saying that is so true here – just because you know something doesn’t mean you understand it. I know that the sky is blue, but that doesn’t mean I can explain to you the science behind why. Students may be able to correctly answer 8 x 6 on a math test, but that doesn’t mean that they can also show you what 8 x 6 represents with a box of manipulatives or in a real life situation.

      Great examples of how to use backward design- explaining the reasoning behind it

  4. Jul 2017
  5. Jun 2017
    1. I use backwards de-sign to develop our lesson plans: What do we want our students to write, and why? What skills are required, and how do students acquire those skills (Wiggins and McTighe 34)?

      McTighe's UbD advice to "think big, start small, and go for an early win" is helpful here (and whenever trying new approaches to teaching): https://youtu.be/d8F1SnWaIfE?t=3m40s