Transcript UbD Modeling Powerpoint

UbD: Goals for the Session
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Participants will …
◦ Explore the meaning of “standards-based
instruction”
◦ Experiment with the use of “Backwards
Design” as an approach to instructional
planning
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by…..
◦ focusing on “unpacking” the NGSSS, identify
objectives related to the Standard and the
DOK’s, then create activities that “uncover”
rigorous curriculum
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Standards-based Instruction
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Standards-based instruction involves
◦ Careful consideration of the key concepts
embedded within the standard or benchmark
◦ Effective strategies for assessing student
understandings at multiple time points
◦ Selection and development of learning experiences
(e.g., classroom activities) and pedagogical
strategies to support student learning.
◦ It is NOT linking a standard to a favorite activity unless the
activity supports the learning goal of the standard.
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The Backwards Design Process
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An Example: Step 1
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Identify what students need to know or what
they need to be able to do
Select appropriate standard and benchmark(s)
◦ SC.912.E.6.3: Analyze the scientific theory of plate
tectonics and identify related major processes and
features as a result of moving plates.
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7th grade vs. 9-12
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Compare the 9-12 benchmark to the 7th
grade benchmark
◦ SC.7.E.6.5: (MOD) Explore the scientific theory of
plate tectonics by describing how the movement of
Earth's crustal plates causes both slow and rapid
changes in Earth's surface, including volcanic
eruptions, earthquakes, and mountain building.
◦ SC.912.E.6.3: (HIGH) Analyze the scientific theory of
plate tectonics and identify related major processes
and features as a result of moving plates.
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Step 1: Possible responses
Deconstruct this benchmark into smaller
objectives or ideas that a student would
need to know to deeply understand the
benchmark.
Overarching Objectives or Ideas:
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Trace the development of the theory of plate
tectonics.
Explain the major processes involved in plate
movement.
Determine the features (or results) of specific types
of plate movement.
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Step 2: Identify Assessment Strategies
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You need to know what students know and are able
to do so you can develop meaningful lessons and
make your lessons better each time you teach them
Students need feedback so they can improve
What kinds of assessments could be used before,
during and/or after instruction to identify student
understandings and competencies in regard to
SC.912.E.6.3?
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Step 2: Possible Initial Assessment Strategies
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Activating Lesson/Before Instruction
Pangaea Puzzle - Work in your teams to place the
landmasses in their position hundreds of millions
of years ago.
Provide a rationale for your model of Pangaea.
What evidence would you need to test the
hypothesis that continents were once joined in
one large landmass?
What are some reasons that the theory of
continental drift was not accepted?
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Possible Final Assessment
of Benchmark
After participating in the learning experience,
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Students should be able to analyze how new evidence
resulted in the unifying theory of plate tectonics. This
may be accomplished through a timeline activity at
the end of the lesson.
Students should be able to correlate the formation of
geologic features with the processes involved in their
formation.
Step 3: Design Instruction

What kinds of instructional activities could be
used to help students build understandings
and competencies regarding SC.912.E.6.3?
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Step 3: Design Instruction
EXAMPLE: The Theory of Plate Tectonics - A Scientific
Revolution
Students given several common maps and/or diagrams
about tectonic plates, Plate boundaries, magnetic
reversal recorded, etc. with guiding questions
Students
retrieve some information from the maps and
diagrams recognize a scientific representation of
continental drift, seafloor spreading, and plate tectonics
theories.
They are also asked to apply or infer relationships among
variables presented on the maps.
Students analyze prior theories and the evidence that led
to the unifying theory of plate tectonics
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Depth of Knowledge and the Learning
Experience
What Depth of Knowledge level do you believe
the “learning experience,” The Theory of Plate
Tectonics: A Scientific Revolution, fits?
Explain.
Implementing the Backwards Design
Approach to other Benchmarks
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As a group (by content area):
◦ Explore the new Standards and identify a
benchmark(s) that would fit into your curriculum
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Engage in a Backwards Design Process to
◦ Choose a standard that addresses your content area.
◦ Select an activity that addresses this standard (that you
currently use
 Identify target understandings and practices
 Develop appropriate assessments
 Design corresponding instruction
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Think about what are you doing?
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What ideas concepts are you targeting?
What do you expect your students to find
challenging about the this content?
What misconceptions might students hold
about the content that you will need to
address?
How and when are you assessing student
understanding?
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