Understanding by Design: A Conceptual Framework E. Penny Clawson, - - PowerPoint PPT Presentation

• E. Penny Clawson, EdD

April 2019

Understanding by Design: A Conceptual Framework

EQ: How might the conceptual framework

• f “Backward

Design” improve the learning among students?

Grant Wiggins Jay McTighe

One

• Identify

desired results

Two

• Determine

acceptable evidence

Three

• Plan learning

experiences and instruction

Worth being familiar with Important to know and do Enduring understanding

Understanding by Design

DO BI EU

A big idea is a concept, theme, or issue that gives meaning and connection to discrete facts and skills.

• Broad and abstract
• Represented concisely
• Universal in application
• Timeless – carry through the ages
• Providing a focused conceptual lens for the study
• Providing a breadth of meaning by connecting and organizing
• Pointing to ideas at the heart of understanding
• Requires “uncoverage”
• Has great transfer value

Wiggins and McTighe, Understanding by Design

Big Ideas: Declarative statement that describe concepts that transcend grade levels, and provide focus on the specific content. Essential Questions: Questions linked to the Big Ideas by reframing the concepts or competencies into questions that promote inquiry and promote critical thinking.

• Open ended
• Thought provoking and intellectually

engaging

• Unable to be answered with pure recall
• Transferable
• Promotes inquiry
• Requires support and justification
• Needs to be revisited

The BIG Idea

• Looks at your standards and purposes.
• Identifies the recurring nouns and recurring

verbs.

• Refers to transferable concepts.
• Asks what is to endure.
• Will likely include a concept, a theme, an
• ngoing debate or point of view, a theory, a

paradox, an underlying assumption, or a recurring question.

The Essential Question

• EQ pushes the teacher and learner to the

heart of things – the essence.

• EQ is broad in scope and timeless in nature,

thus recurring.

• EQ points to the core of the big idea, subject
• r discipline.
• EQ helps us inquire further and deeper.
• EQ promotes inquiry and critical thinking.

“Essential questions aim to stimulate thought, to provoke inquiry, and to spark more questions, including thoughtful student questions. Not just pat

• answers. They are provocative and generative. By

tackling such questions, learners are engaged in uncovering the depth and richness of a topic that might otherwise by obscured by simply covering it.”

Wiggins & McTighe Essential Questions: Opening Doors to Student Understanding, p3

“One means of ‘uncovering’ content, therefore, is to frame the content as the answers to questions or solutions to the problems.”

• Tomlinson. C.A. & J. McTighe

Faith-Based Education That Constructs: A Creative Dialogue between Contructivism and Faith- Based Education Heekap Lee, 2010 Wipf & Stock, Eugene Oregon

Inspiring learning by essential questions Facilitate situated learning Exploring hypotheses Encouraging transfer evaluation Transforming society in a community

Lee, HeeKap . Faith-Based Education that Constructs: A Creative Dialogue Between Constructivism and Faith-Based Education

Uncover

Knowledge is not handed down but constructed by the learner. The text serves as the resource for the topic Provides the scaffold and resource with a desired

• utcome

Performance assessments that require inquiry Gathers multiple responses from students, asking students to assess those offered.

Cover

Knowledge is offered by the instructor to be absorbed by the learner. The text serves as the course of study Provides directions & procedures. Assesses discrete knowledge and content from the text Accepts answers as right or wrong

Wiggins and McTighe, p 232

Essential Questions Overarching Unit Questions Topical

Must a story have a moral, heroes, and villains? What is the moral of the story of the Holocaust? How does an organism’s structure enable it to survive in its environment? How do the structures of amphibians and reptiles support their survival? Who is a friend? Are Frog and Toad true friends? What is light? How do cats see in the dark? Should we always forgive and forget? How was the history of Israel changed when Joseph forgave? How has technology altered history? What influences have Pennsylvania industrialists had

• n US history?

How does God’s permissive will allow sin? How does God permit the persecution of believers in Islamic countries?

One

• Identify

desired results

Two

• Determine

acceptable evidence

Three

• Plan learning

experiences and instruction

1 2 3 4 5

Knowledge Understanding

• The facts
• A body of coherent facts
• Verifiable claims
• Right or wrong
• I know something to be true
• I respond on cue with what I know
• The meaning of the facts
• The “theory” that provides coherence and

meaning to those facts

• Fallible, in-process theories
• A matter of degree or sophistication
• I understand why it is, what makes it

knowledge

• I judge when to and when not to use what

I know

Wiggins and McTighe, Understanding by Design, page 38

Concepts: Describe what students should KNOW (key knowledge) as a result of the specific grade level instruction. Competencies: Describe what student should be able to DO (key skills) as a result of the specific grade level instruction.

Explanation Self-Knowledge

Understanding by Design Wiggins, G. and J. McTighe p 84

Can explain Can interpret Can apply Have perspective Can empathize Have self- knowledge

Worth being familiar with Important to know and do Enduring understanding

• Traditional tools
• Tests and quizzes
• Tests and quizzes
• Performance tasks

and projects

• Performance tasks

and projects

• Open-ended, authentic

and complex

Assessments

Summative Formative Benchmark Diagnostic

Desired Outcome Big Idea Essential Question Assessment Choices Instructional Strategies Resources

Desired Outcome Big Idea Essential Question Assessment Choices Instructional Strategies Resources

Decompose, as well as compose, two- and three- dimensional shapes, describing their properties in order to build understanding

• f part-whole

relationships Patterns exhibit relationships that can be extended, described and generalized. How can composing and decomposing shapes help us understand part- whole relationships? Drawings of two dimensional shapes with three and four sides Building shapes with manipulatives, completing shapes with missing sides, drawing complete shapes following the structures model Text: Unit 2, lesson 4 Comprehend and evaluate complex texts across a range of types and disciplines Effective readers use appropriate strategies to construct meaning How do effective readers construct meaning from informational and literary texts? Graphic organizer of the information gleaned from the texts Read the passage independently; complete first draft of the concept map; compare with a partner’s map explaining the strategies used Vol 2 Unit 4 anthology Be a critical consumer

• f text and other media

to recognize, understand, and appreciate multiple perspectives and cultures. Critical thinkers actively and skillfully interpret, analyze, evaluate and synthesize information from a biblical worldview How does a biblical worldview influence the interpretation and analysis of media and text? Chart of truths and half-truths from a text Read and analyze the text from the anthology, analyze the content for truths and half-truths Vol 2 Unit 4 anthology

To cause students to think deeply, identify truth and discern deception

Philippians 1:9

EQ: How might the conceptual framework

• f “Backward

Design” improve the learning among students?