Hello. Thank you for joining me today to discuss lesson planning using Understanding by Design part 2. The essential questions that we'll be able to answer by the end of this tutorial include, what are the elements of stage three of Understanding by Design, and what are some tips and strategies for using stage three of Understanding by Design?
Let's have a quick recap of Understanding by Design. Sometimes, it's also called Backwards Design, and it involves three stages. For the first stage, we figure out what our desired outcomes and goals are for the students. For the second stage, we figure out the acceptable evidence, which includes summative and formative assessments. And the third stage is the actual learning plan. How do we get from stage one to stage two? So how do we get from the outcomes and goals to the assessments where the students have achieved the outcomes and goals?
Understanding by Design it's also reliant on the Six Facets of Understanding, which aligns with Blooms Taxonomy. You can find more information about the Six Facets of Understanding, Blooms Taxonomy, and stages one and two of Understanding by Design in other tutorials in this section.
Let's do a quick overview of stage three. For the overview, we're going to consider the acronym WHERETO as a way to remember the steps. Step one is where. This is just that we ensure the students see the big picture of the topic. Step two is hook. And this is how we'll interest students immediately and keep them engaged. Next, we have equip and experience. This is when we provide students with the knowledge resources and tools they need to achieve the desired results.
The next stage is rethink. And this is where we're shifting perspectives, challenging assumptions, and investigating new evidence and ideas. That's followed by evaluate. And this is when the teacher provides diagnostic and formative feedback to the students followed by tailor. This is where the teacher differentiates assignments and assessments to meet the needs of diverse learners. And finally, organize. And this is just the sequence of the learning activities, so the desired outcomes can be met.
So for the stage three, the performance event is that students will collaborate with one another to create a puppet show featuring fish from different zones to explain the similarities and differences of the different zones. For our where, which is ensure that students see the big picture of the topic, we're going to post and discuss the essential questions in the classroom. And I'm even going to have students help generate a rubric and provide a copy for the main performance event.
Next is the hook. How am I going to immediately engage students and interest them? And how am I going to keep them engaged? Well, I'm going to start actually by showing Nemo. There's a couple of scenes in Nemo that actually have to do with the different zones of the ocean that are pretty interesting and applicable, especially with this lesson, which is supposed to be for a second grade classroom. I'm also going to use picture books. We're going to have the essential questions.
We're going to have the puppet show challenge, which is definitely going to be engaging for the students because it's cross curricular. This could also be a project-based learning assignment where students are coming up with different problems that could arise when studying the different zones of the ocean. So that's another way to look at this lesson. And I'm also going to bring in local experts and maybe even do some fieldwork where the students are visiting aquariums.
And equip an experience. How am I going to give my students the resources that they need to be successful? Well, I'm going to do this by using both online and classroom resources. We're also going to have whole group discussion and instruction time. We're going to have student notes. And we're going to have our field experience.
Rethink. So remember, rethink is when we are shifting perspectives, challenging assumptions, and investigating new evidence and ideas. So we might get the same information, but we might get it from a variety of resources-- maybe from the expert, maybe from the picture books, maybe from lecture. We're also going to have in-class discussion about the materials.
So what if we have two sources that say two different things about the same zone, for example? We're going to have a discussion about that. We're going to challenge these assumptions. And we're also going to have students engaging in a scientific method of investigation to learn more.
For evaluate, we'll do the formative assessment feedbacks I'm going to give. We're going to have quizzes. We're going to have check-ins, group check-ins, individual check-ins. Students are going to be journaling, and I'm going to be reading over those and giving feedback. And we're also going to have that in-class discussion. And this is another way that I can just give quick, formative assessment.
Tailor. This is where I need to know my students. I really want everything I do to be data-based, so we're going to use a lot of online resources that are going to generate a lot of data for me. And that can actually also go back to evaluate. I'm also going to provide peer scaffolding. So when I see a student that has a weakness, I'm going to try to partner that student with another who has a strength in that same area.
And then I'm going to try to play up student strengths and also offer variety and choice. So, for example, I might say, now today, we're going to be researching the [INAUDIBLE] zone. Maybe some students would rather research that by using manipulatives that we've brought into the classroom. Maybe another student wants to look at a picture book. It's offering them the variety and the choice to learn about the zones in their different ways.
And organize. I want to allow student input and then create a timeline for my students as well, so they can see what's do when. And I also want to chunk the unit into smaller, manageable bits and make the whole experience very transparent for them. Let's reflect a little bit on what we've talked about.
I'd like you to name one step of stage three that you are currently using in your classroom. And then I want you to consider the role of diverse learners. Why would this process be challenging for a classroom with diverse learners? Now on the flip side, why would it be beneficial for the same classroom?
So a couple of tips for you guys when you're using this type of learning. Remember that stage three can be a bridge between stages one and two. And also, it's important that we ensure alignment. So today, we were able to talk about what are the elements of stage three of Understanding by Design and what are some tips and strategies for using stage three of Understanding by Design.
As you reflect on how this new information can be applied, you may want to explore the Additional Resources section that accompanies this video presentation. This is where you'll find links to resources chosen to help you deepen your learning and explore ways to apply your newly acquired skillset. Thank you for joining me and happy teaching.
(00:17-00:59) UbD Recap
(01:00-05:05) Stage Three Application
UbD in a Nutshell
This handout by Jay McTighe provides a great overview of the components of a UbD plan. This is a terrific tool to be used when planning a UbD lesson or unit.
Teachers as Technology Trailblazers: Curriculum and Instructional Design
This is a site maintained by Verona Public Schools with resources for curriculum and instructional design with UbD resources.