Understanding by Design: A Conceptual Framework E. Penny Clawson, EdD April 2019
EQ: How might the conceptual framework of “Backward Design” improve the learning among students?
Grant Wiggins Jay McTighe
Three • Plan learning Two experiences and • Determine One instruction acceptable evidence • Identify desired results
Understanding Worth being familiar with by Design Important to know and do Enduring understanding
EU BI DO
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 The Essential Question • Looks at your standards and purposes. • EQ pushes the teacher and learner to the heart of things – the essence. • Identifies the recurring nouns and recurring • EQ is broad in scope and timeless in nature, verbs. thus recurring. • Refers to transferable concepts. • EQ points to the core of the big idea, subject • Asks what is to endure. or discipline. • Will likely include a concept, a theme, an • EQ helps us inquire further and deeper. ongoing debate or point of view, a theory, a • EQ promotes inquiry and critical thinking. paradox, an underlying assumption, or a recurring question.
Wiggins & McTighe Essential Questions: Opening Doors to Student Understanding, p3 “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.”
“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 Facilitate Encouraging Transforming learning by Exploring situated transfer society in a essential hypotheses learning evaluation community questions Lee, HeeKap . Faith-Based Education that Constructs: A Creative Dialogue Between Constructivism and Faith-Based Education
Cover Uncover Knowledge is offered by the Knowledge is not handed down instructor to be absorbed by the but constructed by the learner. learner. The text serves as the course of The text serves as the resource study for the topic Provides the scaffold and Provides directions & resource with a desired procedures. outcome Assesses discrete knowledge Performance assessments that and content from the text require inquiry Gathers multiple responses Accepts answers as right or from students, asking students wrong to assess those offered. Wiggins and McTighe, p 232
Essential Questions Unit Questions Overarching 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 How do the structures of amphibians and reptiles its environment? 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 on US history? How does God’s permissive will allow sin? How does God permit the persecution of believers in Islamic countries?
Three • Plan learning Two experiences and • Determine One instruction acceptable evidence • Identify desired results
1 2 3 4 5
Knowledge Understanding • • The meaning of the facts The facts • The “theory” that provides coherence and • A body of coherent facts meaning to those facts • • Fallible, in-process theories Verifiable claims • A matter of degree or sophistication • Right or wrong • I understand why it is, what makes it • I know something to be true knowledge • I judge when to and when not to use what • I respond on cue with what I know 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 Have self- Can knowledge interpret Can Can apply empathize Have perspective
Worth being • Traditional tools • Tests and quizzes familiar with • Tests and quizzes Important to • Performance tasks know and do and projects • Performance tasks Enduring and projects • Open-ended, authentic understanding and complex
Assessments Summative Formative Benchmark Diagnostic
Desired Big Idea Essential Assessment Instructional Resources Outcome Question Choices Strategies
Desired Big Idea Essential Assessment Instructional Resources Outcome Question Choices Strategies Decompose, as well as Patterns exhibit How can composing and Drawings of two Building shapes with Text: Unit 2, lesson compose, two- and relationships that can decomposing shapes dimensional shapes manipulatives, completing 4 three- dimensional be extended, help us understand part- with three and four shapes with missing shapes, describing described and whole relationships? sides sides, drawing complete their properties in order generalized. shapes following the to build understanding structures model of part-whole relationships Comprehend and Effective readers use How do effective readers Graphic organizer of Read the passage Vol 2 Unit 4 evaluate complex texts appropriate construct meaning from the information independently; complete anthology across a range of types strategies to informational and literary gleaned from the texts first draft of the concept and disciplines construct meaning texts? map; compare with a partner’s map explaining the strategies used Be a critical consumer Critical thinkers How does a biblical Chart of truths and Read and analyze the text Vol 2 Unit 4 of text and other media actively and skillfully worldview influence the half-truths from a text from the anthology, anthology to recognize, interpret, analyze, interpretation and analyze the content for understand, and evaluate and analysis of media and truths and half-truths appreciate multiple synthesize text? perspectives and information from a cultures. biblical worldview
To cause students to think deeply, identify truth and discern deception Philippians 1:9
EQ: How might the conceptual framework of “Backward Design” improve the learning among students?
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