Understanding by Design：理解设计.ppt

Understanding by Design  3 Stages of (“Backward”) Design Why “backward”? The stages are logical but they go against habits We’re used to jumping to lesson and activity ideas - before clarifying our performance goals for students By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results Understanding by Design Template The UBD template embodies the 3 stages of “Backward Design” The DDN Curriculum site provides an easy mechanism for exchange of ideas. Misconception Alert:the work is non-linear It doesn’t matter where you start as long as the final design is coherent (all elements aligned) Clarifying one element or Stage often forces changes to another element or Stage The template “blueprint” is logical but the process is non-linear (think: home improvement!) 3 Stages of Design, elaborated Stage 1 – Identify desired results. Key: Focus on Big ideas Enduring Understandings: What specific insights about big ideas do we want students to leave with? What essential questions will frame the teaching and learning, pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content? What should students know and be able to do? What content standards are addressed explicitly by the unit? Establishing Priorities Taking a Closer Look at Understandings: They are... specific generalizations about the “big ideas.” They summarize the key meanings, inferences, and importance of the ‘content’ Require “uncoverage” because they are not “facts” to the novice, but unobvious inferences drawn from facts - counter-intuitive easily misunderstood deliberately framed as a full sentence “moral of the story” – “Students will understand THAT…” Six Facets of Understanding Explain - provide thorough, supported, and justifiable accounts of phenomena, facts and data Interpret - tell meaningful stories; offer apt translations; provide a revealing historical or personal dimen