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  • Understanding by Design

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    Wen Yee Tang
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    The document discusses the Understanding by Design template for curriculum design. It can start at different stages, but must end with a coherent product. Designers should carefully consider goals and how to assess and teach those goals through appropriate activities. There are common starting points and dilemmas to navigate regarding skills versus knowledge, tests versus performances, and other tensions. Designers can overcome these by getting feedback from others. Essential questions, understandings, tasks and rubrics should also be considered, as questions can foster learning better than just content. Rubrics clarify expectations and provide feedback to support student growth. A spiral curriculum focuses on recurring inquiries into big ideas and tasks to aid understanding.

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    The document discusses the Understanding by Design template for curriculum design. It can start at different stages, but must end with a coherent product. Designers should carefully consider goals and how to assess and teach those goals through appropriate activities. There are common starting points and dilemmas to navigate regarding skills versus knowledge, tests versus performances, and other tensions. Designers can overcome these by getting feedback from others. Essential questions, understandings, tasks and rubrics should also be considered, as questions can foster learning better than just content. Rubrics clarify expectations and provide feedback to support student growth. A spiral curriculum focuses on recurring inquiries into big ideas and tasks to aid understanding.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    Download as docx, pdf, or txt
    141 views2 pages

    Understanding by Design

    Uploaded by

    Wen Yee Tang
    The document discusses the Understanding by Design template for curriculum design. It can start at different stages, but must end with a coherent product. Designers should carefully consider goals and how to assess and teach those goals through appropriate activities. There are common starting points and dilemmas to navigate regarding skills versus knowledge, tests versus performances, and other tensions. Designers can overcome these by getting feedback from others. Essential questions, understandings, tasks and rubrics should also be considered, as questions can foster learning better than just content. Rubrics clarify expectations and provide feedback to support student growth. A spiral curriculum focuses on recurring inquiries into big ideas and tasks to aid understanding.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    of 2

    Understanding by design

    Chapter 11
     The Understanding by Design template is meant to go back and forth between
    different stages. Design process can start anywhere as long as it ends with a
    coherent product.
     The main purpose of the template is to have designer to think carefully about the
    goals they set, able to derive assessment logically from the selected goals and able
    to assign appropriate learning activities to it.
     To start the designing process, there are 6 common ways to start with:
    o Begin with content standards
    o Begin by considering desired real-world applications
    o Begin with a key resources or favorite activity
    o Begin with an important skill
    o Begin with a key assessment
    o Begin with an existing unit
     There are dilemmas faced by all designers while designing:
    o Big ideas and transfer versus specific knowledge and skill
    o Complex, realistic, and messy performance versus efficient and sound tests.
    o Teacher control versus learner control of the work
    o Direct versus constructivist approaches
    o Depth versus breath of knowledge
    o Comfort and a feeling of competence versus a real challenge
    o Uniform versus personalized work and expectations
    o Effective versus merely engaging
    o Simplified versus simplistic
    o A well-crafted plan versus appropriate flexibility and open-endedness
    o A great individual unit versus larger goals and other designs
     To overcome these dilemmas, designer is advise to seek feedback from their peers,
    expert reviewers, self-assessment and observation of what works and not and last
    will be formative assessments from students.
    Chapter 12
     Essential questions, enduring understandings, key performance tasks and rubric
    should be considered when designing a curriculum.
     Essential questions is the backbone of the curriculum as it fosters connectivity,
    thought provoking and recurring inquiries that cater to the student learning
    experience as conventional curriculum focuses on specific content skill and
    knowledge.
     While framing curricula around essential questions, it has been proven to create
    right kinds of higher-order assessment tasks to another local curriculum.
     There are many benefits of using rubrics:
    o Make teachers’ expectations clear
    o Easy to use and to explain
    o Provide informative feedback to students about their strengths and areas
    of improvement
    o Supports learning and development of skills and understanding.
     The spiral curriculum focuses around recurring, deepen inquiries into big picture
    ideas and important tasks. It is a well-known alternative approach to scope and
    sequence. It helps students to understand content both effectively and
    developmentally.

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