Author: Lon Setnik, MD %% #note/sharing | #source/book📚/nonfiction | #source/book📚/ingested [[🐓 Idea Farm/4 Short Form Writing/Understanding by Design]]# Understanding by Design (UbD) ``` toc ``` --- %% ## UbD Template: --- ### Overview: 3 stages of UbD #### Identify the Readiness Goals #### Determine acceptable evidence #### Plan learning experiences and instructions to allow the learning leader to identify if the learner has met the acceptable evidence, and to facilitate active learning experiences --- ![[CleanShot 2022-02-10 at 21.24.51.jpg]](UbD template. Page 22) --- ![[UbD Figure 1.5.jpg]](UbD Figure 1.5) --- ## Step 1a: Identify Readiness Goals: - Focus on the big ideas and core tasks - Define the essential questions - use your [[My Favorite Questions]] - Identify the core misunderstandings that need to be exposed *Does the syllabus signal the priorities and immediately arouse learning interest in them?* *How does the syllabus build complexity while maintaining curiosity? How does it connect and move logically? ![[applications are part of the knowledge]] --- ## Step 1b: Identify key elements of understanding ### Understanding is wise performance ![[Understanding is wise performance]] ![[UbD Figure 3.3- Clarifying Content Priorities.jpg]] --- ## Step 2: Create opportunities to assess: ### Assessment: Rubrics - Rubrics cannot be valid until they have been refined by being applied to a large number of variable real-life performances, and refined based on how they functioned depending upon the skill of the student. --- ## Step 3: Create activities that allow repeated and graduated assessment opportunities AND hook the learner ### What makes a valuable learning experience? - Experiential shocks, instant immersions, stories with problems to solve (_Intellectual Outward Bound_), with a personal connection to the instructors and their colleagues, in associated with a strong [[start with why]] - Learners need to create a draft, then be given time to try to apply, reflect, and revise. %% --- ### Design Prompts: GRASP #### Goals #### Roles #### Audience #### Situation #### Product/Performance #### Standards and Criteria p. 159 ![[Pasted image 20220327222914.png]] --- %% ### The problem with covering, and what to do about it ![[uncover to cover]] ## Roles of a teacher: ![[Roles of a teacher]] ## Wisdom can't be told ![[wisdom can't be told]] ## Resources: Youtube: [Understanding by Design 8 minute overview](https://www.youtube.com/watch?v=5YS6Xag6cXU) [Youtube Grant Wiggins UbD](https://www.youtube.com/watch?v=4isSHf3SBuQ) Downloads: [BackwardsDesignTemplate.docx](hook://file/AVLgweog2?p=TVMtRWQvSFAtNzEyIEZvdW5kYXRpb25zIG9mIFRlYWNoaW5nICYgTGVhcm5pbmc=&n=BackwardsDesignTemplate%2Edocx) (Attached) ## Sources: Wiggins, G. P., & McTighe, J. (2005). _Understanding by design_ (Expanded 2nd ed). Association for Supervision and Curriculum Development. %% ![[Undestanding by Design Quotes Export]]