UNDERSTANDING BY DESIGNE FRAMEWORK.

UNDERSTANDING BY DESIGNE FRAMEWORK.

1. What is UbD FRAMEWORK?

   • This tool offers a planning process and a guide to structure the curriculum, assesments and instructions.

2. There are two key ideas in the title

   • Focus on the teaching and assesing for understanding and learning transfer
   • Designe curriculum "backward"from those ends

3. Is based on seven key tenets

   • Help focus curriculum and teaching on the development and deepening of student understanding and transfer learning
   • Understanding is revealed when students atonomously make sense of and transfer their learning through authentic perforance
   • Helps avoid the common problems of treating the textbook as the curriculum rather than a resource, and activity-oriented teaching in which no clear priorities and purposes are apparent.
   • Helps this process without offering a rigid process or prescrptive recipe
   • teachers are coaches of understanding, not mere purveyors of content knowledge, skill, or activity. Thet focus on ensuring that learning happens, not just teaching.
   • Reflects acontinual improvement approach to student achievement and teacher craft.
   • Regularly reviewing units and curriculum against designe standards enhances curricular quality and effectiveness, and provides engaging and professional discussions.

4. The three stages of backward designe.

   • Stage 1 Identify desired results
     • In this stage we consider our goals, examine established content standars, and review curriculum expectations. This first stage in the designe process calls for clarity about priorities.
       • Focuses in "transfer of learning"
   • Stage 2 Determine assessment evidence
     • In this stage we distinguish between two broad types of assessment-performance tasks and other evidence. The performance tasks ask students to apply their learning to a new and authentic situation as means of assessing their understanding and transfer their learning.
       • When someone truly understand, they: Can explain, interpret, apply, demostrate perspective, display empathy and have self -knwoledge.
   • Stage 3 Plan learning experiences and instruction-.
     • In this stage, teachers plan most appropriate lessons and learning activities to address the three different types of goals identified in stage 1: transfer, meaningn making and acquisition