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1. Seven Key Tenets

Enhanced learning

Focus curriculum and teaching on the development and deepening of student understanding and transfer of learning.

Reveled understanding through authentic performance

Effective curriculum planned backward from long term.

Teachers are coaches of understanding

Regularly reviewing curriculum to enhance quality and effectiveness.

Continual improvement approach to student achievement and teacher craft.

2. Three stage backward design

Stage 1- Identify desired design

Stage 2- Determine assessment evidence

Stage 3- Plan learning experience and instruction.

3. A key concept in UbD framework is alignment.
4. Stage 1- of backward design we consider our goals, examine established content standards, and review curriculum expectations.
5. Stage 2 - Distinguished between two broad types of assessments performance tasks and other evidence.
6. Stage 3- Teachers plan the most appropriate lessons and learning activities to address the three different types of goals.
7. The UbD framework promotes acquisition and student's ability to know why the knowledge and skills are important and how to apply or transfer them in a meaningful professional, and socially important ways.
8. Careful lesson planning is essential to guide student learning.
9. Use only facet or facets that provide appropriate evidence of the targeted understanding.
10. Three general requirements for successful implantation of the UbD framework.

Help key constituents understand the rationale for and the requirements of the UbD.

Access to high quality UbD curriculum materials for teachers.

Long-term and ongoing professional development.

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Seven key tenets
1. When teachers think purposefully about curriculum planning leaning is enhanced for students.
2. UBD framework helps focus the curriculum and deepen the understanding of students ad help their transfer of learning.
3. Understanding is clear when students are able to make sense and transfer their learning through authentic performance.
4. Effective curriculum is planned backward from the long term desired results using the three-stage design process.
5. teachers are coaches of understanding, as they need to focus that learning is happening and they aren't just teaching.
6. Reviewing units and curriculum with design standards enhances curricular quality and effectiveness.
7. The UBD framework reflects an improvement in student and teacher craft.
Three stages of backward design
1. Stage 1- Identify desired results
-  consider goals, examine established content standards and review curriculum expectations.
2. Stage 2: Determine assessment evidence.
-  distinguish between two broad types of assessment performance tasks and other evidence.
3. Stage 3: Plan learning experiences and instruction
-  teachers plan the most appropriate lessons and learning activities to address the three different types of goals

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Understanding by Design UBD

1.      Teachers think purposefully about curricular planning.

2.      Focuses on curriculum and teaching development to deepen student's understanding.

3.      Transfers student learning effectively through authentic performance.

4.      Six Facets of Understanding.

-        Capacity to explain

-        Interpret

-        Apply

-        Shift perspective

-        Empathize

-        Self-assess

5.      Curriculum is long-term planned. Results are processed through a three-stage design.

-        Desired Results

-        Evidence

-        Learning Plan

6.      Ensure learning is happening not just teaching.

7.      Reviewing units and curriculum helps in enhancing curriculum quality and effectiveness.

8.      Continual improvement approach to student achievement and teacher craft.

Three Stages of Backward Design:

Stage 1: Identify Desired Result (“Transfer of Learning”)

Q: “What should the student know, understand, and be able to do?” (p. 2)

Clarity about priorities:

1.      Goals should be given.

2.      Examine and explain content standards.

3.      Review curriculum expectations.

Questions should engage learners in meaningful connections to help them develop and deepen their understanding.

Stage 2: Determine Assessment Evidence

Q: “How will we know if the students have achieved the desired results?” (p. 5)

Two types of assessments: Performance tasks and other evidence.

Performance tasks ask students to apply their learning to a new situation to understand their ability to transfer learning. A student that understands will use:

-        Explain concepts

-        Interpret by using data

-        Apply effective use and adaption to new and complex contexts

-        Demonstrate perspective

-        Shows Empathy

-        Self-Knowledge by showing awareness

Stage 3: Plan Learning Experience and Instruction

Q: “How will we support learning as they come to understand important ideas and processes?” (p. 6)

-        Teachers plan appropriate lessons and learning activities to fit student goals.

-        Teachers should plan with T (transfer), M (meaning-making), and A (acquisition).

-        Teachers should understand students should be given opportunities to show their understanding.

-        Learners should be given the opportunity to apply their learning and receive feedback to help them improve.

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Main Ideas

Teachers thinking purposefully

Transfer of knowledge = usage

-Apply to real-world problems

Students make sense = understanding

-Why are they learning this?

Curriculum work backward with desired results in mind

-What do they already know? What do you want them to know?

1. Identify results

2. Assessment Evidence

3. Planning

Teachers as coaches

Curriculum quality and effectiveness

Learning maximized

Assessments

1. Explain -Concepts, principles, and processes

2. Interpret -Making sense of data

3. Apply -Using and adapting what they know

4. Perspective -Seeing the big picture

5. Empathy -Sensitivity and walking in someone else’s shoes

6. Self-knowledge -Awareness and using habits of mind and reflection

Getting schools on board

Understanding the framework

Access to materials

Long term and on-going development

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1.     UBD framework is based on seven key tenets

-Learning is enhanced when teachers think purposefully about curricular planning

-Helps focus curriculum on the development of student understanding.

-Students show understanding through authentic performance.

-Three stage design process (Desired Results, Evidence, and Learning Plan)

-Teachers focus on ensuring that learning happens

- Regularly reviewing units and curriculum

-UBD framework reflects on continued improvement based on student performance.

2.     Three stages of backward design

-Stage 1: Identify desired results

-Stage 2: Determine assessment evidence

-Stage 3: Plan learning experiences and instruction

3.     In stage 1, goals are considered, established content standards are established, and curriculum expectations are reviewed.

4.     In stage 2, two types of assessments are being distinguished one through performance tasks and the other through evidence.

5.     Six facets of understanding for assessment purposes include:

-Explaining concepts, principles, and processes

-Interpreting data, text, and experience through images, analogies, stories, and models

-Applying effectively what they know in new and complex contexts

-Demonstrating perspective by recognizing different points of view

-Displaying empathy

-Having self-knowledge

6.     All six facets of understanding do not need to be used all the time for assessment.

7.     In stage 3, teachers plan lesson and learning activities to address the three different goals identified in stage 1.

8.     The six facets of understanding are conceived as equal indicators of understanding, used to develop, select, or critique assessment tasks and prompts. You pick facet(s) depending on the content and the desired understandings about it.

9.     Three interrelated learning goals

-Acquire factual information and basic skills

-Make meaning of important ideas and processes

-Transfer their learning autonomously and effectively in new situations

10. Teacher role/Instructional strategies include direct instruction, facilitative instruction, and coaching.

# data[].attributes.body
-UBD framework is based on seven key tenets.
1- think purposefully
2- deepening of students thinking
3-make sense and transfer through authentic performance
4-desire results that help avoid common problems
5- Teachers are coaches of understanding
6- Review units
7- continual improving approach to students achievement

-Three stages of backward design
Stage 1 - Identify desired results
Stage 2 - Determine Assessment Evidence
Stage 3 - Plan learning experiences and instruction

-All three stages of backward design must align with one another from the three stages of backward design plus the standards.

-Backward design encourages teachers and curriculum planners to first think like assessors before designing specific units and lessons.

-Six facets of understanding for assessments
Explain, interpret, apply, perspective, empathy, self-knowledge

-You will know if your students understand what they got when students autonomously make sense of and transfer their learning through authentic performance.

-Learning Goals
Acquire
Make meaning
Transfer

-Textbooks can provide important resources for teachers but it's not a teacher's job to cover a book page by page. A textbook should be looked at as a guide.

-Teachers should have access to high-quality UbD curriculum materials. If you give weak or bad examples it can convey the wrong idea of what the UbD curriculum will look like.

-Careful lesson planning is essential to guide students learning.

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The Seven Tenets of the UbD Framework
two tenets below :
-Effective curriculum is planned backward from long-term, desired results through a three-stage design process (Desired Results, Evidence, and Learning Plan).
-Teachers are coaches of understanding, not mere purveyors of content knowl- edge, skill, or activity. They focus on ensuring that learning happens, not just teaching (and assuming that what was taught was learned)
-There Is three-stages
Stage 1—Identify Desired Results
Stage 2—Determine Assessment Evidence
Stage 3—Plan Learning Experiences and Instruction
-An important point in the UbD framework is to recognize that factual knowledge and skills are not taught for their own sake, but as a means to larger ends.
-Teaching for transfer means that learners are given opportunities to apply their learning to new situations and receive timely feedback on their performance to help them improve.
-recommended that teachers use only the facet or facets that will provide appropriate evidence of the targeted understanding.
-Three Interrelated Learning Goal
ACQUIRE
--This goal seeks to help learners acquire factual information and basic skills.
MAKE MEANING
This goal seeks to help students construct meaning (i.e., come to an understanding) of important ideas and processes.
Transfer his goal seeks to support the learner’s ability to transfer their learning autonomously and effect- ively in new situations.
-Teacher Role/ Instructional Strategies
direct teaching
Facilitative Teaching
coaching

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- Alignment: All three stages must clearly align to the standards and each other
- Stage 1: identify desired results
- Stage 2: determine assessment evidence
- Stage 3: plan learning experiences and instruction

- The key elements of UBD are too complex to be contained within a single lesson, they're meant to be integrated through a unit to promote deeper learning.
- Don't necessarily use all facets of UBD, use the ones that are essential to provide evidence of the target understanding.
- A textbook should be a guide, no the curriculum.

Learning goals and teaching roles:
- Acquire
- make meaning
- transfer knowledge to new situations/contexts

- UBD provides the necessary higher-level thinking skills and transfer of knowledge to help students take state tests contrary to some people's opinions.
- UBD goes beyond rote and memorization and will promote math skills that align with the common core standards.
- As with any teaching program to be successful, long-term and ongoing professional development is paramount.

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Read this attached file about UBD and write down 10 important learning points from this model. Create your own box and write them down, use voice recording video or whatever media you prefer in Padlet. Comment on each other's posts. 

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Read this attached file about UBD and write down 10 important learning points from this model. Create your own box and write them down, use voice recording video or whatever media you prefer in Padlet. Comment on each other's posts. 