Show:
Module D - Unit Sketches
Module E - Learning Goals
Module F - Essential Questions
100
What are the 3 stages in a UbD plan?
Stage 1 - Desired Results Stage 2 - Evidence/Assessment Stage 3 - Learning Plan
100
What are the four types of learning goals?
Knowledge Skill Understanding Transfer
100
Where are big ideas reflected in the UbD template?
Several places: Most obviously in the boxes for EQs and Understandings but also in the Transfer box, because big ideas underlie successful transfer.
200
What characterizes a bad desired goal and a good desired goal?
Bad Goal: Simply restating content. Good Goal: It shows the student has specifically learned from the encounter and how to use that content in the future.
200
Describe the four types of learning goals.
Knowledge - facts (declarative knowledge) Skill - Ability to perform some action (procedural knowledge) Understanding - Making connections autonomously. Transfer - Using knowledge in a different context or challenge
200
What makes an question 'essential'? (There is more than one answer)
A question is essential if it is meant to: - Cause genuine and relevant inquiry into big ideas/core content - Provoke deep thought, lively discussion, sustained inquiry, and new understanding as well as more questions. - Require students to consider alternatives, weigh evidence, support their ideas, and justify their answers. - Stimulate vital ongoing rethinking of big ideas, assumption, prior lessons. - Spark meaningful connections with prior learning and personal experiences. - Naturally recur, creating opportunities for transfer to other situations.
300
How can a student know the right answer, but not understand?
Cannot draw inferences or connections to prior knowledge or understand why the answer is the right answer. **Answers May Vary**
300
What suffices as evidence of a transfer of knowledge and not just a scripted skill?
Using the knowledge in different contexts and challenges that the students have not seen or experienced before.
300
What is an understanding?
The specific insights, inferences, or concussions about the big ideas you want students to leave with. The "moral" of the unit.
400
What is a way to self-check yourself in designing a backwards design unit?
The Two Question Test: Could students do the proposed assessment well but not really have mastered or understood the content in question? Could students do poorly, but have mastery of the content in question? Could students do all the designed activities in stage 3 but not really explain/justify/infer meaning or transfer their learning as demanded by assessment in stage 2? Could students fail the stage 3 activities, but still be okay for stage 2 assessment?
400
What is evidence that a learning goal is a transfer goal?
It requires application, occurs in new situations, thoughtful assessment in which prior learning applies, apply their learning autonomously, and must use habits of mind along with academic understanding, knowledge, and skill to persist with the task and polish the work to suit purpose and audience.
400
What is the difference between understandings and truisms?
Truisms are simply facts that the teacher wants learned while understandings are conclusions and inferences about the big idea.