Transcript Realistically, what can “WE” do?

The 6 Facets of Understanding,
A, B, C’s of Curriculum Design,
and a Dash of UbD (for flavor)
Brandman University
EDUU 609: Seminar in Curriculum Design
Kimberly Greene, Ed.D.
What are “WE” really trying to
do?
• Prepare students for their next grade?
• Prepare students to pass standardized tests?
• Prepare students to become productive
members of today’s society?
• Prepare students to become productive
members of tomorrow’s society?
• All of the above!
Who are “WE” dealing with?
(a quick refresher)
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Largest generation (36% of total population).
31% are minorities; more diverse than the adult population.
Have come of age along with the Internet/technology is just
stuff.
Information has been universally available and free;
community is a digital place of common interest, not shared
physical space.
They demand to be catered to on an individual basis.
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http://www.fashionology.com/
http://www.adidas.com/campaigns/originalsss2009/content/#/lifestyle/k
ey-to-the-shop/
http://www.nick.com/nicktropolis/game/index.jhtml?do=launch
Realistically, what can “WE” do?
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“How do we make it more likely-by design-that more of
our students really understand what they are asked to
learn?”
-UbD, p. 4
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“How do we make it more likely-by-design- that more of
our students really understand both what they are learning
and how they are and can best continue to keep learning,
so that they can discover their place in the world of
tomorrow?”
-Greene, book in progress
And this alleged “World of Tomorrow”?
• http://www.careervoyages.gov/
Remember our friends at
The Partnership for 21st Century Skills
Best Quote Ever!
Education:
“That which discloses to the wise and disguises
from the foolish their lack of understanding”
-Ambrose Bierce (in UbD, p.35)
UbD?
• Focus on Big Ideas
• Desired Learnings/Results
• Supports BOTH content standards &
meaningful learning
• Backwards Design- really dig into this
concept
Chapter 1 Key Points
1 of 2
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Interesting vs Effective Learning
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Content & Coverage vs Results (the person at the end of the
curricular journey)
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3 stages of Backward design (p. 18):
1.
2.
3.
Identify Desired Results
Determine Acceptable Evidence
Plan Learning Experiences & Instruction
Chapter 2 Key Points
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The difference(s) between “knowledge” and
“understanding”
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Transferability?
Understanding/ Knowing
“shifting deck chairs on the Titanic”
Authentic understanding/learningImagine the difference for these students if
they had only read a book and filled out a
bunch of worksheets.
http://www.edutopia.org/newsome-park
Misunderstandings (pp. 54 & 55)
Chapter 3 Key Points
• Unpacking Standards
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Look for the big idea
Reframe the concept around a larger idea
Find performance indicators
Identify the key nouns, adjectives, and verbs
pp. 64 & 65
The 6 Facets of Understanding (I)
1)
2)
3)
4)
5)
6)
Explanation
Interpretation
Application
Perspective
Empathy
Self-Knowledge
The 6 Facets of Understanding (II)
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Explanation
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Why is “X” as it is?
What events came together to make “X” happen?
Interpretation
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What does “X” really mean?
Why does “X” matter?
How does “X” + “Y” + Z” make sense together?
Application
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How can I use my knowledge, skill, & ability regarding “X” to
do something?
What can I use, alter, manipulate with my skill, knowledge and
ability regarding “X” to deal with this situation or make
something beneficial to work within the situation?
The 6 Facets of Understanding (III)
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Perspective
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From what Point Of View (POV) is “X” being presented,
discussed, assessed, praised, dissed… ?
What are the advantages and disadvantages of “X”?
Empathy
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How does “X” look to someone else and why?
What was “X” intended to be, look like, represent to the
writer/designer/creator/intended audience… ?
Self-Knowledge
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How does who I am (affectively, behaviorally, & cognitively)
shape my views on “X”?
What about me makes me possibly not understand “X”?
Why do I believe what I do about “X” and its value?
Bloom’s Taxonomy (revised)
1)
2)
3)
4)
5)
6)
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Let’s Compare (I)
BLOOM’S
UbD
1)
Remembering
1)
Explanation
2)
Understanding
2)
Interpretation
3)
Applying
3)
Application
4)
Analyzing
4)
Perspective
5)
Evaluating
5)
Empathy
6)
Creating
6)
Self-Knowledge
Let’s Compare (II)
BLOOM’S
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
LEARNING BEHAVIORS
UbD
Self-Knowledge
Perspective
Empathy
UNDERSTANDING
FACETS NECESSARY
FOR TRANSFERABILITY
Interpretation
Application
Explanation
A, B, C’s of Curriculum Design :
Affective, Behavioral, Cognitive Domains
Affective =
Emotions, Feelings, Values, Likes, Desires
Of the 6 Facets of Understanding, Interpretation, Perspective,
Empathy, and Self-knowledge tend to be the most comfortable fit
for this domain.
http://www.schools.nt.edu.au/larapsch/affective.htm
http://www.cloudnet.com/~edrbsass/affectiveeducation.html
http://projects.coe.uga.edueplttindex.phptitle=Teaching_and_Learning_in_Affective_Domain
Behavioral = Actions, Physical, Doing
Most over-used (incorrectly) of the 3 domains.
Of the 6 facets of understanding, Application tends to
fit under this domain the easiest.
Sometimes called “psychomotor”
Focus should be on the physical experience, tangibles,
constructionism
The behavioral action needs a verb that is, itself active,
not passive (http://tinyurl.com/5xsc7c )
Cognitive = Thoughts, Understanding,
Conceptual Knowledge,
The closest domain to the traditional concept of
“learning in the head”.
Of the 6 Facets of Understanding (UbD), all can live
here but usually, explanation & application are the
most genuinely cognitive.
http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html
A, B, & C in the real world
• When we design curriculum, we need to
design for all three domains to ensure
meaningfulness and transferability.
Ideas to Ponder:
– What is YOUR preferred learning style?? Think your students
would all answer the same?
– Scaffolding onto past experiences?
– Values of the individual, his/her family, his/her community?
A, B, & C in the real world
• Examples:
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1) http://www.edutopia.org/east-technology-lab-video
2) http://www.edutopia.org/night-global-village
3) http://www.edutopia.org/engineering-success