Embedded Files
Target:
Understand the 3 stages of Understanding by Design through a UDL lens
Reflect on current lesson/unit using Understanding by Design template
Draft a lesson/unit using the backwards design/UDL supports
Use the Big Questions to organize your thoughts.
Use the Big Questions to organize your thoughts.
What surprised me?
I never thought about...
What did the author think I already knew?
I did not know...
I was confused by...
What challenged, changed or confirmed my thinking?
BIG QUESTIONS.pdfBackwards Design was introduced in Understanding by Design by Grant Wiggins and Jay McTighe as a proactive approach to curriculum/lesson design. UbD has 3 stages that teachers use to think about learning.
- Identify Desired Results (essential outcomes or What do we want students to learn?)
- Determine Assessment Evidence (Formative/Summative Assessments or How will we know students have learned the essential outcome?)
- Plan Learning Experiences and Instruction
What is UDL or Universal Design for Learning?
What is UDL or Universal Design for Learning?
Universal Design for learning also starts with firm goals with flexible means. Universal Design for Learning (UDL) is a way of thinking about teaching and learning that helps give all students an equal opportunity to succeed.
This approach offers flexibility in the ways students access material, engage with it and show what they know.
UDL has 3 guiding principals
Provide multiple means of engagement
Provide multiple means of representation
Provide means of action and expression
Why do we need to incorporate the UDL framework when planning?
Why do we need to incorporate the UDL framework when planning?
Check out Katie Novak's analogy of a dinner party to explain how UDL supports not only the students, but the teacher's workload.
Step 1: Identify desired results
Step 1: Identify desired results
Begin with the end in mind: What are the essential outcomes you expect from students.
Essential Outcome Five Prong Test:
Student centered: Does the essential outcomes begin with “I can”? This frames the learning outcome as a meaningful student skill.
Endurance: Does the essential outcome provide students with knowledge and skills beyond a single test date?
Transferable: Does the essential outcomes provide knowledge and skills that will be valuable in multiple disciplines or context areas?
Readiness: Does the essential outcomes provide knowledge and skills for success in the real world, or next level of instruction?
Viable: Is the essential outcome developmentally appropriate and able to be assessed?
****Essential outcomes is not a restated state standard, but identifying the action the students are expected to demonstrate based on the standards.****
UDL Lens
UDL Lens
What BIG IDEAS will all students be able to demonstrate at the end of the lesson/unit?
Does the goal allow for multiple means of representation and/or action and expression?
******Anticipate the learners needs - Identify the barriers******
******Anticipate the learners needs - Identify the barriers******
Use the people around you!!! You all have experiences and tools to support learning.
In your learning teams/grade level teams/department teams, discuss what might be a barrier to student success of the essential outcomes? Collaborate with your peers to solve these barriers.
Step 2: Determine Assessment Evidence
Step 2: Determine Assessment Evidence
Decide how to assess learning. How will students demonstrate their knowledge of the essential outcome?
UDL Lens
UDL Lens
What will the teacher accept as a measure of the learning?
Do students have a choice about how to express their learning?
Education Closet
Step 3: What is the learning plan?
Step 3: What is the learning plan?
What is the plan for individual learning experiences? How skills are needed? What experiences will be provided to support learning of the essential outcomes?
UDL Lens
UDL Lens
What methods are used to engage students?
Do students have a choice about how they will build knowledge and access resources?
Do students have a choice about the materials they will use to learn the material or complete the assessment?
Please take a moment to reflect on your understanding of UbD with a UBL lens.
Resources
Resources
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