Understanding+by+Design

= Understanding by Design = (Ada Cowan-Ruhlen, Katie Ellis, Erica Garlieb, James Kahler) toc   (909) 784-5610 media type="youtube" key="-6NwMeCpm9w" height="315" width="420"  (909) 784-5610   

 Stage 1: Identify desired results

Stage 2: Determine acceptable evidence

Stage 3: Plan learning experiences and instruction



UbD - Teaching Strategies

 * Advance Organizers - ** increased learning and retention

Stage 3 - Teachers inform students about the required performances used to assess their understanding.

** Higher-Order Questioning - ** higher test scores, however, many classroom questions are factual in nature and only 20% of material require more than just factual recall of information


 * Stage 1 - Teachers develop essential questions related to the important ideas
 * Stage 2 - Students demonstrate understanding by applying knowledge and skills through "authentic" performance assessment tasks and explaining reasoning.
 * Stage 3 - Teachers' use of higher-order questions based on the 6 facets of understanding


 * Feedback - ** most powerful modification that enhances achievement
 * Stage 2 - Rubric used to evaluate student performance
 * Stage 3 - Assessments for feedback followed by opportunities for students to revise, rehearse, and rethink


 * Instructional Strategies - ** all mentioned enhance students' understanding and ability to use knowledge
 * Identify similarities and differences
 * Use 'nonlinguistic representations' - graphic organizers, models, artistic expressions, kinesthetic activity
 * Generate and test hypotheses through systems analysis, problem solving, historical investigation, invention, and experimental inquiry
 * Ask student to explain their thinking

**UbD - Support from** **Research from Cognitive Psychology**

 * Education should focus less on drills and more on student understanding and application of knowledge
 * Transfer usually occurs when there are general principles that can be used as guides and applied to a myriad of contexts, situation, and problems
 * Transfer is more likely to come from learning that is focused on understanding than rote memorization
 * While novices are likely to search for formulas and easy answers for problems, experts are more likely to attempt to understand a problem by considering core concepts or big ideas
 * Research suggests that becoming an expert requires an organization of knowledge that comes from depth rather than breadth


 * Formative assessments are essential to understanding because they provide opportunities for feedback and revision, allowing for improvements in the quality of thinking
 * Assessments should go beyond testing factual knowledge or procedures. It is important that students understand when, where, and why to use knowledge


 * Teaching requires much more than just effective general methods; a teacher also needs to have content knowledge to help guide the design and structure of instruction and assessment.

UbD - Research onTechnology
Wenglinsky study in 1998 >>>>
 * Study focused on the correlation between technology → achievement in math[[image:egarlieb/Kids Open Door.gif width="363" height="537" align="right"]]
 * Data was collected from...
 * NAEP (Nat’l Assessment of Educational Progress) → Computer use for math & instructional uses in schools.
 * Factored out
 * socioeconomic status
 * class size
 * teacher qualifications
 * Results
 * 8th grade - positive results for use on...
 * mathematical projects
 * problems and simulations
 * application of knowledge
 * higher order thinking
 * 8th grade - negative results for use on...
 * drill and practice
 * Conclusion
 * Knowledge and skills should be learned in the context of helping students to understand the “big ideas”.
 * Application of their knowledge to **authentic** problems.
 * UbD can lead to higher levels of achievement on national and state tests.

Technology in Math - Satire by Stephan Jantz on GoAnimate

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 * == **UbD - The relation of Research on Achievement**  ==
 * 1 Authentic Pedagogy Study**
 * AUTHENTIC PEDAGOGY WORKS**

Authentic pedagogy and performance are characterized by using higher order thinking, deep knowledge approaches, and connections to the world outside of the classroom.
 * Important Info:**

1990’s a study was conducted on 24 restructured schools at the elementary, middle, and high school levels.The study was designed to see how well the schools implemented authentic pedagogy and authentic academic performance approaches in math and social studies classes. The study also measured whether student performance increased at the schools where authentic pedagogy and performance approaches were previously low.
 * The Study:**

The selected classes in those 24 schools were observed four times throughout the school year.

High levels of authentic pedagogy and performance helped student performance substantially whether they were high or low achieving students. Also, inequalities between high and low achieving students were decreased when authentic pedagogy and performance were used. ||
 * Results:**
 * **#2 Achievement Studies in Chicago Public Schools - Two Studies**
 * INTERACTIVE INSTRUCTION WORKS**

Link between different types of instruction and learning in elementary schools.
 * First study:**


 * Data:** Test scores and teacher surveys showed that interactive teaching methods are associated with more learning.

Interactive instruction: The teacher is guide or coach. The teacher creates instruction that guides students to ask questions, develop strategies to solve problems, communicate with each other, explain answers and discuss how they arrive at their answers. Students work on applications or interpretations of the material to develop a deeper understanding of the topic.
 * Important Definition**:

To increase the mastery of basic skills in school, interactive instruction should be increased and didactic instruction should be decreased.
 * Results:**

To study the relationship between the nature of classroom assignments, the quality of student work, and standardized test scores.
 * Second study:**

Classroom writing and math assignments in grades 3, 6, and 8 from a random selection of schools over the course of three years.
 * Data:**

Assignments calling for more authentic intellectual work actually improve student scores on conventional tests ||
 * Results:**
 * **#3 Third International Mathematics and Science Study (TIMSS)**
 * DEPTH OVER BREADTH WORKS**



1995, tested math and science students, in 42 countries, in the grades 4, 8, and 12. Largest and most rigorous assessment of its kind ever con ducted.
 * The study:**

US students are out-performed by other students in most other industrialized countries. Japan is used as an example of this. Japan (like many other countries) teaches fewer topics at a greater depth (for better understanding).
 * Results:**

The primary goal, unlike in the US is to develop conceptual understanding in their students so they can take that knowledge and transfer and actually use it. Japan also uses Lesson Study with their teachers in their PLCs. Where teachers develop, teach, and refine lessons together. ||
 * Emphasize depth versus superficial coverage:**
 * **#4 High Schools That Work (HSTW)**
 * THESE 4 PRINCIPALS WORK**
 * Nationally recognized program for integrating academic and vocational education based on 4 principles:**
 * 1) Challenging Curriculum
 * 2) Teaching for understanding
 * 3) Teaching in a meaningful context
 * 4) Setting clear performance standards

Schools who embody these principles are more effective and increase the number of students who meet the achievement goals for HSTW in math, science, and reading. ||
 * Results:**
 * **#5 Research on Mathematics Curricula**
 * EMPHASIZING CONCEPTUAL UNDERSTANDING WORKS**


 * 1989 National Council of Teachers of Mathematics (NCTM)** set standards for math education that emphasized conceptual understanding and reduced the emphasis on rote learning practices


 * 13 studies of “understanding-based” math curricula were conducted** following the NCTM approach.

Improvements in math performance at the elementary, middle, and high school levels. Improvements are seen in traditional math assessment scores, application to new situations, problem solving, and basic understanding of core concepts
 * Results**

Core-Plus Math Project, Math Connections, The Interactive Mathematics Program, SIMMS Integrated Mathematics, and the University of Chicago School Mathematics Project
 * Examples of these “understanding-based” math curricula studies are:**

(909) 784-5610 || McTighe, J., & Seif, E. (2003, April 30). Results for a summary of underlying theory and research base for understanding by design. A Summary Of Underlying Theory And Research Base For Understanding By Design .pdf Full Version. Retrieved from []