1. 1. UNDERSTANDINGBY DESIGNStephanie JonesMUE6938
2. 2. What is Understanding byDesign? Understanding by Design is a planning framework used forteaching The main concept is that planning begins with choosing anappropriate educational goal and then setting the steps toachieve it. Sometimes referred to as Backwards planning. An important question to ask when planning is what is worthteaching? There are things that are worth being familiar with, those that areworth knowing, and the essential that are worth understanding. Theeducator must be the one to answer that. After the answer is determined the experiences that cause the
3. 3. Six facets of learning A quote from Authenticeducation.org Students reveal their understanding most effectivelywhen they are provided with complex, authentic opportunities to explain, interpret, apply,shift perspective, empathize, and self-assess. When applied to complex tasks, these "sixfacets" provide a conceptual lens through which teachers can better assess studentunderstanding.How this looks inExplain Can use facts and data to provemusicanswerInterpret Can connect one concept with othersApply Can use idea in different contextShift perspective Can see from different pointsof view and see overall meaningEmpathize Can value a different view and treatsensitivelyHave self-knowledge Can value the difficulty ofunderstanding a conceptExplain Can explain the birth of jazz musicInterpret Can look at the chord progressions andphrase passagesApply - Can use concepts from practicing scales andapply them to solo repertoireShift perspective Can listen to a piece from adifferent culture and appreciate itEmpathize Can treat others opinions of music withrespectHave self-knowledge Can value the importance ofpractice
4. 4. Learning Activities must.. W = help the students know where the unit is going and what is expected?Help the teacher know where the students are coming from (prior knowledge,interests)? H = hook all students and hold their interest? E = equip students, help them experience the key ideas, and explore theissues? R = provide opportunities to rethink and revise their understandings andwork? E = allow students to evaluate their work and its implications? T = be tailored (personalized) to the different needs, interests, abilities oflearners O = be organized to maximize initial and sustained engagement as well aseffective learning?
5. 5. Websites to check out http://www.authenticeducation.org/ubd/ubd.lasso Explanation of UbD and an interesting article of UbDpresentation in China http://pixel.fhda.edu/id/six_facets.html Explanation of backward design and 6 facets oflearning http://www.youtube.com/watch?v=d8F1SnWaIfE Video of Jay McTighe explaining UbD http://jaymctighe.com/resources/downloads/ Resources for UbD from McTighe website
6. 6. Lesson PlanThis lesson plan isbased off ofCharpentiers piece andincorporatesUnderstanding by Design(UbD)LESSON PLANGrade: 3rd Subject:Music Date(s): 11/11- 11/15SSS:MU.3.S.2.1 Identify patterns in songs to aid the development of sequencing and memorization skillsMU.3.C.2.1 Evaluate performance of familiar music using teacher established criteriaObjective: -> Big Idea in mind Students will be able to recognize patterns Students will be able to identify good rehearsal techniques Students will be able to memorize a passage and perform itMaterials: Projector Transparency with Charpentiers Piece on it Dry Erase MarkersActivities: Teacher will use projector and put up Charpentiers Piece and ask students to define what 1,2,3,4 meano Students will define numbers Teacher will ask class to perform the piece with her. Where should we start?o Students will give answer and then perform Teacher will ask if there are any other ways to perform the piece. Can we start from the bottom and go up?o Students will come up with different ways to read the piece and then perform it Teacher will ask students to reflect on rehearsal technique. What can we do better? Why?Guiding Questions: Where should we start? Can we start from bottom to top this time? What can we do better? Why? Is there any other way we can read this? Are there any familiar patterns?Evaluation/Assessment:Observation Participation Quiz/Test Homework pg.