Understanding by Design

Below is an example of a lesson that has been created using Understanding by Design.  Understanding by Design, also known as Backwards Design, works by creating the end goal first, and working backwards from there.  The three main steps in UbD are:

1. Identify desired results (Big Idea)

2. Determine acceptable evidence (Performance task)

3. Plan the learning and instruction 

Stage 1 Desired Results

ESTABLISHED GOALS:

Help elementary teachers to identify technology components for classroom use.

TRANSFER:

Students will be able to independently use their learning to…                                        

Create and utilize Nearpod and its features.

UNDERSTANDINGS:                           

Students will understand that…

Creating a Nearpod includes incorporating student-driven activities along with content.

ESSENTIAL QUESTIONS:       

How can Nearpod activities help in the creation in innovative lessons?

ACQUISTION:

Students will know…                                          

How to create a Nearpod.

Students will be skilled at…              

Incorporating different features Nearpod offers into their presentations.

Stage 2 - Evidence

EVALUATIVE CRITERIA:

Create a Nearpod

ASSESSMENT EVIDENCE:

Performance Tasks: By the end of the lesson teachers will be able to create at least one 7 slide Nearpod, incorporating at least 1 of the features that Nearpod offers to make the lesson more innovative and engaging. 

EVALUATIVE CRITERIA:

Participate and completing Nearpod activities

ASSESSMENT EVIDENCE:

Other Evidence:   Teachers will have the chance to use the activities featured in Nearpod themselves, by participating in the lesson provided.   Based on the data collected through Nearpod on the activities provided, that will allow to see if some need more assistance moving forward with Nearpod creation.

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

1.   Before lesson:

a.       Prior to starting the lesson send out short survey to participants that will collect data on the level of knowledge for each participant

b.       After collecting survey responses create breakout groups that can be used in the lesson

c.       **if there is no way to collect data prior to lesson, use the brief survey as a warm-up

2.   Lesson:

a.       Start the lesson off with a warm-up using the collaboration board feature that asks the learner:  What is your personal end goal for using Nearpod and How can Nearpod activities help in the creation of innovative lessons?

 i.      Briefly discuss the answers that had been given, and then introduce the learning objectives as they should generally align with the goals off the learners

ii.      Also note that the second question should be something the group of learners should be thinking about throughout the lesson, and a question that we will circle back to at the end of the lesson

b.       Go over the basics of Nearpod:

  i.      How to upload a PowerPoint and imbed activities within the presentation

 ii.      How to create a completely new lesson using either Nearpod of the extension through Google Slides

c.       Break-out into predetermined groups **more than 3 groups can be created if necessary

  i.      Use the data that was collected prior to the lesson to break the learners out into groups

  ii.      Group 1:

1.       This will consist of beginner level leaners:

a.       This group will have the end goal of either uploading a presentation they already have and add at least one new activity to it OR Have the group create three slides in Nearpod, one title, one content, one activity

c.       Group members should then try out their lesson as a student to see if it makes sense

d.       The group can then look at the data together from the lesson results

  iii.      Group 2:

1.       This group will consist of moderate level learners:

a.       Using a lesson previously made or create a mini lesson, incorporate two activities that have not been utilized as much as the others or activities that the learners are interested in exploring more

b.       Have other group members test out your mini lesson, then the creator will analyze the data to see if the activities that have been incorporated will be beneficial for students

c.       Have group members adjust activities as needed based on data results

iv.      Group 3:

1.       This group will consist of advanced level learners:

a.       Learners will choose a lesson that they have already created and analyze the results of the lesson

b.       Based on the lesson results learners will adjust, change, or reevaluate activities that are incorporated into the lessons