UNDERSTANDING BY DESIGN FRAMEWORK

UNDERSTANDING BY DESIGN FRAMEWORK

1. offers a plan- ning process and structure to guide curriculum, assessment, and instruction.

   • Focus on teaching and assessing for understanding and learning transfer
   • Desing curriculum "backward" from those ends.
   • The three stages of backward desing process for curriculum planning.
     • Stage 1. Content and understanding must be what is assessed in stage 2
       • we consider our goals, examine established content standards
         • Learning priorities are established by long-term performance goals—what it is we want students, in the end, to be able to do with what they have learned.
       • Focus: "transfer of learning" - "meaning making": this is acquisition of content
     • Stage 2. What is taught in stage 3
       • Encourages teachers and curriculum planners to first think like assessors before designing specific units and lessons.
         • Two types of assessment
           • Performance tasks: ask students to apply their learning to a new anad authentic situation as means of assessing their understand- ing and ability to transfer their learning.
         • six facets of understanding for assessment purposes.
           • Explain: concepts, princ´les by putting it their own words.
             • Interpret, by making sense of data
               • Apply, by effectively using and adapting whta they know in new and complex contexts
                 • Demostrate Perspective,
                   • Display empathy
                     • Have self-knolewge
           • When assessing: all these facets do not be used all.
             • Performance tasks based on one or more facets are not intended for use in daily lessons. Rather, these tasks should be seen as culminating performances for a unit of study.
     • Stage 3. teachers plan the most appropriate lessons and learning activities to address the three different types of goals identified in Stage 1: transfer, meaning making, and acquisition
       • Teaching for understanding requires that students be given numerous opportunities to draw inferences and make generaliza- tions for themselves
       • Teaching for transfer means that learners are given opportuni- ties to apply their learning to new situ- ations and receive timely feedback on their performance to help them improve.

2. A key concept in UBD framework is alignment, all three stages must clearly align not only to standars, but also to one other.

3. Teach something taht students can take to their real life