mcwilliams, 2007 unit design to lesson design following through and achieving expectations chuck...
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McWilliams, 2007
Unit Design
to Lesson
DesignFollowing through and
achieving expectations
Chuck McWilliams, MRH School District
June 6th and 7th, 2007
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"There is nothing so terribleas activity without insight."
-Johann Wolfgang von GoetheGerman Playwright, Poet, Novelist and Dramatist. 1749-1832
McWilliams, 2007
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Our Shared Understandings and Attitudes
• The teacher’s job is to “uncover” the big ideas contained in content standards and to ensure they are understood, not to provide merely fun activities or cover a textbook or cover a textbook’s content.
• The job of the teacher requires “thinking like an assessor” - doing research into one’s practice, and adjusting practice and designs in light of sought-after results/feedback.
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
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Structure of Knowledge
Facts and Skills
Key Concepts and Core Processes
Principles
andGeneralizations
McWilliams, 2007
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
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Declarative Knowledge
Knowing WHAT
Procedural Knowledge
Knowing HOW
More specifically… What is knowledge?
Structural Knowledge
Knowing WHY
-Jonassen, Computers as Mindtools for Schools, 2000
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worth being
familiar with
important to
know and do
Establishing Curricular Priorities
“big ideas”
worth
understandingenduring
understandings
“nice to know”
foundational concepts &
skills
McWilliams, 2007
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
![Page 7: McWilliams, 2007 Unit Design to Lesson Design Following through and achieving expectations Chuck McWilliams, MRH School District June 6th and 7th, 2007](https://reader033.vdocuments.site/reader033/viewer/2022051821/5697bfe31a28abf838cb5455/html5/thumbnails/7.jpg)
How It All Fits Together
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Barriers to Making UbD Work?
Lessons from Chapter 13:
• Misconception #1 - “Yes, but… we have to
teach to the test.”
• Misconception #2 - “Yes, but… we have to
much content to cover.”
• Misconception #3 - “Yes, but… this work is
too hard and I just don’t have the time.”Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
McWilliams, 2007
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Some Lessons Learned About Stage 3
• Protecting your favorite activities?
• Including FUN activities?
• Be aware of TIME and pacing
• Scaffold toward the Performance
Task and other assessments
• Unit Planning vs. Lesson Planning
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Reviewing the W-H-E-R-E-T-O Template
W Where are we going? Why? What is expected?
H How will we hook and hold student interest?
E How will we equip students for expected performances?
R How will we help students rethink and revise?
E How will students self-evaluate/reflect on their learning?
T How will we tailor the learning plan?
O How will we organize and sequence the learning?
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
McWilliams, 2007
![Page 11: McWilliams, 2007 Unit Design to Lesson Design Following through and achieving expectations Chuck McWilliams, MRH School District June 6th and 7th, 2007](https://reader033.vdocuments.site/reader033/viewer/2022051821/5697bfe31a28abf838cb5455/html5/thumbnails/11.jpg)
Reviewing the W-H-E-R-E-T-O Template
W Where are we going? Why? What is expected?
H How will we hook and hold student interest?
E How will we equip students for expected performances?
R How will we help students rethink and revise?
E How will students self-evaluate/reflect on their learning?
T How will we tailor the learning plan?
O How will we organize and sequence the learning?
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
McWilliams, 2007
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W - Where We are Going? Why? What is Expected?
• Students are likely to focus and put
forth more effort if they know:
– Where they are going
– Why they are doing it
– What is expected of them
• This is a good time to assess students’
prior knowledge and experiences
• Also good to diagnose misconceptions
early on
• Emphasize EU, EQ, and Knowledge
and Skills
W
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
McWilliams, 2007
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H - Hooking the Students
• Hook should connect to EU, EQ,
and Performance Task
• Should not just HOOK, but should
also HOLD
• Use of humor and/or emotional
connections can be powerful
• Student choice?
• Obvious winners: Challenges,
problems, mysteries, etc.
H
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
McWilliams, 2007
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E - Equipping the Students
• This is where you get to “teach”
the students “new stuff”
• Use BEST PRACTICE
• Use VARIETY
• Try experiential, inquiry, and or
inductive learning strategies
• Identify what HOMEWORK
means in your class - How will
you use it to aid with instruction?
E
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
McWilliams, 2007
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R - Rethinking, Revising, and Refining …
• Use regular self-assessments
• Use journals/learning logs
• Reconsider key points
• Practice sessions
• Look at new info from different
perspectives
• Have students defend, argue, and
debate newly learned information
R
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
McWilliams, 2007
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E - Ongoing Reflection and Self-Evaluation
• Don’t forget to re-teach after
assessing
• This step is strongly connected to
the R
• Try asking students to grade
themselves and defend their
rationale
• Assessments should be used to
guide new instruction
E
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
McWilliams, 2007
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T - Tailor and Personalize the Work
• Differentiating learning activities to
accommodate learning style, prior
knowledge, and interest
differences in students
• Small group/targeted instruction
• Use a variety of resources and
teaching strategies
• Offer variable products for students
to produce - student choice
T
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
McWilliams, 2007
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O - Organize for Optimal Effectiveness
• Sequence is IMPORTANT!
• Non-linear vs. linear
• Hook ‘em early and OFTEN
• Movement between parts/whole
and learning-doing-reflecting
• Address “why” and “so what”
questions OFTEN
• Purposefulness and coherency -
use the Six Facets!
O
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
McWilliams, 2007
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TIPS on using the WHERETO Template
• Download a copy today! It’s on the AbD website:– www.pkwy.k12.mo.us/achievementbydesign– Look under “Planning Templates”– Click on “Whereto Template”
• Confusing UNIT hooks with LESSON hooks and BELL RINGERS
• Do I have to fill in ALL the parts the template? Don’t FORCE IT!
• What’s with all those weird letters?
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The Six Facets of Understanding
Inte
rpre
tatio
n
Em
pathy
Self-Knowledge
Explanation
Per
spec
tive
Application
_______
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
McWilliams, 2007
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Teacher as Reflective Practitioner
• What does it mean to be a Reflective Practitioner?
• IMPORTANT: Reflective Evaluation of your Lessons– To what extent did your
students learn what you intended?
– In what ways did you provide feedback?
– Of the strategies you used which were most effective?
– What adjustments will you make in the future?
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A Few Lessons Learned…
• I finished writing this unit and/or lesson. Am I finished now?
• Is curriculum “living and breathing?”• Time! Reflective practitioners take
time to assess, rethink, and revise unit designs.
• ALWAYS ASK: What keeps students most engaged in meaningful work?
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Planning from Unit to Lessons
• Use our remaining time to work on
identifying ways to apply the ideas
presented in this session.
• Try using some of the tools provided.
• We will be sharing at the
end of this session.
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The Key to Success!
“We cannot teach people anything; we can only help them discover it within themselves.”
-Galileo Galilei 16th century Italian scientist
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Have a Great Journey Next Year!
McWilliams, 2007