UNDERSTANDING BY DESIGN

Stephanie Jones MUE6938

What is Understanding by Design?

◦ Understanding by Design is a planning framework used for teaching

◦ The main concept is that planning begins with choosing an appropriate educational

goal and then setting the steps to achieve it. Sometimes referred to as “Backwards

planning”.

◦ An important question to ask when planning is “what is worth teaching?”

◦ There are things that are worth being familiar with, those that are worth knowing, and the

essential that are worth understanding. The educator must be the one to answer that.

◦ After the answer is determined the experiences that cause the learning must be

established. What is acceptable evidence of learning?

Six facets of learning ◦ A quote from Authenticeducation.org “Students reveal their understanding most effectively when they are provided with

complex, authentic opportunities to explain, interpret, apply, shift perspective, empathize, and self-assess. When applied to

complex tasks, these "six facets" provide a conceptual lens through which teachers can better assess student

understanding.”

How this looks in music

Explain – Can use facts and data to prove answer

Interpret – Can connect one concept with others

Apply – Can use idea in different context

Shift perspective – Can see from different points of view and see

overall meaning

Empathize – Can value a different view and treat sensitively

Have self-knowledge – Can value the difficulty of understanding a

concept

Explain – Can explain the birth of jazz music

Interpret – Can look at the chord progressions and phrase passages

Apply - Can use concepts from practicing scales and apply them to solo

repertoire

Shift perspective – Can listen to a piece from a different culture and

appreciate it

Empathize – Can treat others opinions of music with respect

Have self-knowledge – Can value the importance of practice

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 the issues?

◦ R = provide opportunities to rethink and revise their understandings and work?

◦ E = allow students to evaluate their work and its implications?

◦ T = be tailored (personalized) to the different needs, interests, abilities of learners

◦ O = be organized to maximize initial and sustained engagement as well as effective learning?

Websites to check out

◦ http://www.authenticeducation.org/ubd/ubd.lasso Explanation of UbD and an interesting article of UbD presentation in China

◦ http://pixel.fhda.edu/id/six_facets.html Explanation of backward design and 6 facets of learning

◦ http://www.youtube.com/watch?v=d8F1SnWaIfE Video of Jay McTighe explaining UbD

◦ http://jaymctighe.com/resources/downloads/ Resources for UbD from McTighe website

◦ http://grantwiggins.wordpress.com/2012/01/11/transfer-as-the-point-of-education/ Wiggins blog on transfer learning

Lesson Plan This lesson plan is based off of

Charpentier’s piece and

incorporates Understanding by

Design (UbD)

LESSON PLAN

Grade: 3rd Subject: Music Date(s): 11/11- 11/15

SSS:

MU.3.S.2.1 – Identify patterns in songs to aid the development of sequencing and memorization skills

MU.3.C.2.1 – Evaluate performance of familiar music using teacher established criteria

Objective: -> 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 it

Materials:

Projector

Transparency with “Charpentier’s Piece” on it

Dry Erase Markers

Activities:

Teacher will use projector and put up “Charpentier’s Piece” and ask students to define what 1,2,3,4 mean

o 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.