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Review of Stage 1: Desired Results
Review of Stage 1: Desired Results
The first questions we ask ourselves as teachers are "What is it we want students to understand?" and "What will be the results for students from our teaching and their learning?"
We CAUSE enduring learning. We CAUSE the experience. We cause students on a "Who am I? path.
In Stage 1 of UbD teachers identify a clear purpose for learning and explicit performance goals. In the past when teachers began planning, they focused on INPUT (textbooks, personal favorite activities, last year’s lesson plans). In UbD there is a shift in this focus to OUTPUT: the learning goals to be accomplished in a manner that students experience the real world of work and community mentors/partnerships. Put another way, the focus IS on learning life skills and connections through content. See Perry Learner Profile - Inspired, Engaged, Ready for Life!
Stage 1 answers:
The “why?”, So what? What’s the point? What’s the big idea?
What does this help us to understand or be able to do in life?
To what does this relate? Why should we learn this?
What should students be able to learn and understand, regardless of what activities or text is used?
Desired Results - Resources:
Desired Results - Resources:
Power Objectives and Supporting Indicators
Deconstructing Objectives (FIP 2)
Learning Targets (I Can Statements) (FIP 2)
Academic Vocabulary (Tier 1-3)
Frequently Asked Questions about Stage 1 - Find your current course unit on District Web Page
Review of Stage 2: Acceptable Evidence
Review of Stage 2: Acceptable Evidence
As Learning Designers, how will we know when each student has demonstrated essential learning? What evidence will be acceptable and how will I vary options for learners to demonstrate Proficiency (or beyond)?
This is the next question teachers must ask ourselves after deciding on the Desired Results. In Stage 2, we take a closer look at evidence provided through assessments and how we, as purposeful learning designers, must utilize assessment.
CLEAR PURPOSE + CLEAR TARGETS + SOUND ASSESSMENT DESIGN = ACCURACY
Here we consider the answer to one of the guiding questions for our PLCs: "How will we know when each student has demonstrated the essential learning?" as well as the assessment implications of our emerging design by asking (and reasking) the assessor's questions:
*What evidence can show that students have achieved the desired results (Rubric Criteria)?
*What should we look for, to determine the extent of student understanding?
Acceptable Evidence:
Acceptable Evidence:
Examples of the Performance Task(s) (GRASPS)
Rubrics - Explanation of K-12 Performance Level Descriptors: You as the designer and assessor of this unit must determine and share with your students what they need to understand and be able to do to achieve the performance level descriptor of "Proficiency (P)."
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