Understanding by Design - What is it? Due 9/2/22

-

 The Understanding by Design framework was created by Grant Wiggins and Jay McTighe. For SS350, we were to read the framework and answer the following questions. Below is the link to the framework, the questions, and my responses. 

Link: https://www.sabes.org/sites/default/files/news/5_UbD_WhitePaper0312%5B1%5D.pdf

Questions: 

1. Define the 3 stages of Understanding by Design (also called Backward Design) and explain each stage in your own words. Keep it short and simple. 

2. Briefly discuss how you think ( or do not think) this could be used in effectively planning social studies curriculum.

3. Choose one sentence from this article that jumped out at you as something you want to remember?

Answers:


1. Identify Desired Results. The first stage talks about what goals to consider. Over the course of the year, there is more content than can actually be covered and we as educators have to decide what we are going to choose to learn and what aligns with the curricular expectation. "Transfer or learning" during this stage is important to allow and guide students in their thought processing and how they can find ways to understand the important material. The material students are learning is preparing them for the next year and to be more successful in their future lives.  Determine Assessment Evidence 
This second stage is all about assessment. Educators must look back on their lessons to make sure they are aligning with their stage 1 goal. Educators are trying to provide proof that their learning strategies are working. Students will be able to have different modes of assessing their understanding using empathy and perspective, as well as four other main ones. Task 2 also shows and emphasizes different ways students can be assessed rather than just taking exams and makes sure students are staying on track. Plan Learning Experience and Instruction. In stage three, one of the goals is to be able to address all of the strategies for stage 1. This ensures that educators don't focus too intently on modeling certain basic acquisition skills instead of helping students transfer the learning. The educator provides feedback to students and how they incorporate their transferred learning into new situations by providing resources. 

2.  I think that Understanding by Design would be beneficial and effective in planning a social studies curriculum. A social studies course in middle or high school contains information or events that can be the backbone for other information and events over time. Having students be able to transfer their knowledge and use it in a debate or group discussion for example would allow for the students to apply what they have learned and actively engage with their classmate's interpretations. 

3. "Understanding cannot simply be told; the learner has to actively construct meaning (or misconceptions and forgetfulness will ensure)".  Students are diverse learners and simply being told what to learn will not be effective in retaining the information. 


Comments

Post a Comment

Popular posts from this blog

Week 3 Second Rotation of Practicum

-
 This week in practicum students in Sociology began working on individual research projects of their choosing. Students are to pick a topic that correlates with one of the topics within Sociology. Students will be using the Scientific Method to complete their research. Students have gone over the steps of the Scientific Method and spent time identifying what the Independent and Dependent variable is, and what a research question and hypothesis is. A class period was spent collaborating and each student spoke about the topic they were thinking about researching, how they would research it, whether it be a survey or field observation, etc. and then my mentor teacher and I asked them questions, guided them, or helped some students come up with topics. For the rest of the semester, I will be co-teaching in Sociology with my mentor teacher. Students began on Friday learning about how to write a research paper and were asked to identify their topic, the IV and DV, and their research ques...
Read more

Week 7 Check-In Reflection

-
Describe a particular behavior you encountered this week. What root cause might be perpetuating this behavior? (This could be a behavior you noted in a peer, an instructor,a stranger…) What types of students do I need to spend more time focusing on when I head back out into the field? What behaviors am I only continuing to perform out of habit or laziness?"   For this week's discussion post I would first like to add that now that the first round of practicum is over, I am actually quite sad. I have thoroughly enjoyed working with my students and seeing them grow while learning about who they are each and every day.  A particular behavior I noticed one day this week was that a student who usually does raise their hand to ask questions seemed to be disengaged. This student is usually engaged with the class and usually does their work as they are supposed to but I noticed that the student could not focus on working on their autobiographical map. I feel like the root cause of the ...
Read more

Guest Speaker Mr. Fassold during SS350 9/6/22

-
 During our class session, we were able to meet Fishers Middle School social studies and We the People director Mr. Fassold. Mr. Fassold enlightened us with his classroom strucutre, his rules- or lack thereof-, the concept of content manipulation, interview tips, classroom management, and qualities in a good student teacher.  Class Structure Mr. Fassold uses a grading system that consists of no Bs and Ds students are expected to do the work you tell them to do if students fail or don't do up to par on the assignment students in his class do lots of redo work A+ = show piece work; thoughtful, insight is clear. thoughts communicated clearly A = Excellend work; found the main points from the reading, communication is clear.  A= great work; small problems found, but the keys are here C= clear your worked, but you missed some key points F= work is shallow and incomplete Mr. Fassold is constantly asking "why" in terms of the questions students ask, and the amount of work studen...
Read more