UbD - Elements and Lesson Planning in WL

UbD - Elements and Lesson Planning in WL

What is Understanding by Design?

Where do I start?

BEGIN

• WITH THE END IN MIND

MAIN GOALS

Some text here about the topic of discussion

• How do I choose my goals?

• What are the most important goals?

• Where do EQs fit in?

STAGE 1: IDENTIFY DESIRED RESULTS

KEY QUESTIONS: What should students know, understand, and be able to do?

Using established standards (state, local, national, etc) what are important goals to glean from the curriculum?

These are: LONG-TERM PERFORMANCE GOALS!

How are students going to TRANSFER these goals to other settings in life?

ESSENTIAL QUESTIONS!

ESSENTIAL QUESTIONS

​

EQs: MOTIVATION/ GOALS/BENEFITS

• Why learn another language?

• What are my motivations to learn another language?

• What are my expectations about learning another language?

• Where does this language live in my community?

• How will learning a language enhance my life?

• How might learning a language open “doors of opportunity”?

EQs: LEARNING PROCESSES

• What language learning skills do I already have?

• What are “language patterns” and how can they help me learn and use a new language?

• How can I use my existing communication skills to learn a new language?

• What are different language learning styles?

• How do I determine the most effective language learning style for me?

• How do I best learn other skills?

EQs: LEARNING PROCESSES (cont'd)

• What qualities do I need to learn a 2^nd language?

  What strategies and resources will help me learn another language?

• How can I sound more like a native speaker?

• How can one express complex ideas using simple terms?

• What do I hear when I listen?

• How do I figure out meaning when words are not understood?

• What do I do when I am stuck?

• What can I do to help me improve my fluency and accuracy?

EQs:COMMUNICATION

• Why isn't a dictionary enough?

• Why don't you have to translate everything?

• How do native speakers differ from fluent foreigners?

• In what ways do languages convey meaning?

• How do people communicate without using language?

• What strategies can I use to communicate more effectively?

• How fluent do I need to be in speaking and/or writing a new language?

EQs: COMMUNICATION (cont'd)

• How fluent do I need to be in speaking and/or writing a new language in order to be able to communicate effectively?

• How does language change in different situations?

• Why don’t you use the same words, expressions, etc. with everyone? … 

  ...in every situation?

• What do I do when my ideas are more sophisticated than my ability to communicate them?

• What can I do when I do not have the words to say what I am thinking?

• How do I keep a conversation going?

• How does body language complement the words? How and when might it compete with them?

EQs: COMMUNICATION (cont'd)

• What are the benefits of taking a chance in language? …the risks?

• What mistakes are worth making?

• How is listening different from reading?

• How is written language different from spoken language?

• What do good speakers sound like?

•  How is spoken language different from written language?

EQs: COMMUNICATION (cont'd)

• How do good speakers express their thoughts and feelings?

• What makes a speaker easy to follow?

• How does audience and purpose (e.g., inform, entertain, persuade) influence a speaker’s technique (e.g., volume, pacing, word choice, intonation)?

• How can I help my audience understand me?

• How can you "speak" without words?

• What is "body language"?

• How can I help my listener(s) better understand me?How can you make your words more effective?

EQs: CULTURE AND LANGUAGE

• What is culture?

• Why study another culture?

• How does where I live shape who I am?

• How are language and culture linked?

• What can I learn about my own language and culture from the study of others?

• How can I enhance my connections with people through language?

• How does the study of another language and culture make the world smaller?

EQs: CULTURE AND LANGUAGE (cont'd)

• How can learning and using a language help me assimilate into a new culture?

• How can cultural awareness enhance my language learning and vice versa? 

• How do I feel when someone from another culture speaks my language?

• How does language shape culture?  How does culture shape language ?

• How can I explore other cultures without stereotyping ?

• What is it like to be a “foreigner”?

• How does the _____ (e.g., clothing, foods, arts, architecture, holidays, etc.) of a place reflect the culture?

EQs: GEOGRAPHY & HISTORY

• What makes places unique and different?

• How does a region’s geography, climate and natural resources affect the way people live and work?

• How does where I live influence how I live?

• Why do people move? 

• What do we mean by “region”?

• What stories do maps and globes tell?

• Who are the “winners” and “losers” when things change?

• History: whose “story” is it?

• How do maps and globes reflect history, politics, and economics?​

ENDURING UNDERSTANDINGS

• You can learn a 2^nd (or 3^rd) language.

• You already have language and communication skills that you can utilize while learning a new language.

• The goal is effective communication, not word-for-word translation.

• There are multiple ways to say the same thing.

• Accuracy is the result of experience (deliberate speaking and listening) and self-reflection.

•  People have different styles of learning a language.

Enduring Understandings (cont'd)

• Language connects people.

• People appreciate your effort to learn and use their language.

  “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, it goes to his heart.” —Nelson Mandela

• Learning another language will open the door to a new culture.

• Language and culture are inextricably linked.

• Communicating is more than using a new language.

• Learning a language takes motivation, perseverance, and practice.

• You are judged by what you say and how you say it.

• Body language (can) change statements to questions, affirmations and

negations, and (can) impact the intensity of a statement

Enduring Understandings (cont'd)

• Learning a language is an on-going process.

• Refinement comes from practice.

• You can’t identify and correct your mistakes unless you have the courage to make them.

• A dictionary doesn’t give you syntax.

• The recognition and use of patterns of verb forms gives the speaker a wider range of communication skills.

• Learning a second language will open doors for you professionally and personally.

Enduring Understandings (cont'd)

• Some words are more important than others.

• Speaking is not the only form of communication.

• Some gestures are culture-specific.

• Conversations are more than questions and answers.

• Language requires you to solve problems.

• Structures and writing systems of the target language and English have similarities and differences.

• Different linguistic structures communicate different meanings.

• The language we use changes with the situation.

STAGE 2: DETERMINE ASSESSMENT EVIDENCE

KEY QUESTIONS:

How will we know if students have achieved the desired results?

What will we accept as evidence of student understanding and their ability to USE (TRANSFER) their learning to new situations?

How can I evaluate student performance in fair and consistent ways?

​

THINK LIKE AN ASSESSOR!

PERFORMANCE TASKS and OTHER EVIDENCE

PERFORMANCE TASKS: ask students to to apply their learning to new and authentic situations.

Performance Tasks based on one or more facets of understanding are NOT intended for daily lessons but are for culminating performances at the END of a unit

TRUE UNDERSTANDING IS EVIDENCED BY:

• the ability to EXPLAIN concepts principles and processes in one's own words or by teaching it to others and using justification and reasoning to explain one's answers

• the ability to INTERPRET by making sense of data, text and experience via models, images, etc.

• the ability to APPLY what is known in new and complex contents

• the ability to DEMONSTRATE PERSPECTIVE by recognizing different points of view and seeing "the big picture"

• the ability to DISPLAY EMPATHY by sensitively perceiving others and walking in their shoes

• the ability to DEMONSTRATE SELF-KNOWLEDGE using metacognitive awareness and reflection

• ALL 6 FACETS DO NOT NEED TO BE USED ALL THE TIME IN ASSESSMENT

STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

KEY QUESTION: How will we support learners as they come to understand important ideas and processes? How will we prepare them to autonomously transfer their learning? What enabling knowledge and skills will students need to perform effectively and achieve desired results? What activities, sequence, and resources are best suited to accomplish our goals?

Lessons are constructed to address the 3 types of goals from Stage 1:

Acquisition - A

Meaning-making - M

Transfer - T

STAGE 3

Determining Assessment Evidence​

ACQUISITION: Seeks to have learners ACQUIRE factual information and basic skills; the students should eventually be able to recall information and perform a skill on cue, without thinking

• DIRECT INSTRUCTION:lecture

• advanced organizers

• graphic organizers demonstration/modeling

• guided practice

• feedback/ corrections

• differentiation

• diagnostic assessment / questioning

MAKING MEANING: helps students to construct meaning (come to an understanding) of important ideas and processes; students try to understand something that cannot be immediately grasped by using strategies: looking for connections, patterns, creating and testing theories, and inferring.

- engaging the learners in actively processing information and guiding them to complex problems, texts, etc.

• FACILITATIVE TEACHING

• divergent questioning and probing

• concept attainment / using analogies

• Problem-Based Learning

• Socratic Seminars

• formative assessments

• rethinking and reflection prompsts

• differentiated instruction

TRANSFER : what we want students TO BE ABLE TO DO with their knowledge in new situations; to develop KNOW-HOW rather than simply KNOWLEDGE

COACHING: Teachers provide :

• models or direct instruction as necessary

• increasingly complex situations

• ongoing assessment

• specific feedback in the context of authentic application

• prompting of self-assessment and reflection.

• Students will be able to effectively communicate with varied audiences in varied situations and for varied purposes while displaying appropriate cultural understanding

PLANNING LESSONS

/ INSTRUCTIONAL PLANNING

WHERETO

WHERETO - THE ELEMENTS

• W: Where is the unit headed? why is it important? what is expected of the students?

• H: the HOOK! how do I maintain interest in the goal?

• E: Equip the students with the acquisition of the necessary knowledge and skills to make meaning of larger ideas and ultimately transfer their knowledge

• R: Rethinking and Revision! Students should be able to revisit big ideas and move towards transfer

• E: Encouraging self-evaluation; skills must be developed to do so

• T: Tailoring learning to the students; differentiation of teaching to address students differences in background knowledge and experiences, skill levels, interests, cultural orientation, talents and preferred ways of learning

• O: Organizing for learning and engagement; performance-based learning (develops the needed knowledge in the context of preparing for the task/problem presented in the task); and narrative structure (beginning, problem, resolution)

BIBLIOGRAPHY

• The Keys to Planning and Learning, ACTFL

• The Keys to the Classroom, ACTFL

• What if? ASCD

• Understanding by Design, expanded edition, Wiggins & McTighe

• Upgrade your Teaching: Understanding by Design meets Neuroscience, McTighe & Willis

• Differentiated Instruction, Deborah Blaz

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