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Workshop UBD Syllabus.pptx

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The document outlines an upcoming workshop on developing syllabi and teaching materials using the Understanding by Design (UBD) paradigm. It will take place from May 15-17, 2023 and include sessions on designing syllabi based on backward design, understanding UBD, analyzing teaching materials, creating lesson plans, and providing feedback. UBD is a framework that focuses on designing curriculum to facilitate students transferring their knowledge. The workshop will help educators develop learning experiences that deepen student understanding and allow them to apply their learning.

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WORKSHOP PENGEMBANGAN SILABUS DAN MATERI AJAR MELALUI UBD PARADIGM Learning, Sharing and Inspiring 15-17 May 2023

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Strategies for Learning Process Achievements Grant Higgins & Jay McTighe

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SALAM KENAL   Deputy Head of Curriculum Affair SMK Setia Karya 2015-now  Team of Curriculum development STKIP Kusuma Negara 2022,2023  CELTA Cambridge Course 2021

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Agreement 1. Open mind, open heart; 2. Positive vibes only: Positive will attract positive; 3. Focus on the spirit of the changes not on the administration stuffs; 4. It is a general explanation, followed by practice; 5. Fun, rilex but serious; 6. What else?

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Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi WORKSHOP TIME LINE 15 Mei 2023: Designing Syllabus based on backward Design 2 15 Mei 2023: Pengantar: Understanding by Design 1 16 Mei 2023: Analisis bahan ajar 3 16 Mei 2023: creating lesson Plan 4 Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi 4 16 Mei 2023: Evaluasi & Feedback Hasil Penugasan 5

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What is the role of the teacher in education? How many learning outcomes do you have for a course you are teaching this semester?

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Understanding by design (UBD) is a framework that is based on the idea that firstly, teaching should help students transfer their knowledge and secondly, professors should consider backward design to achieve this. ... UBD is based on the principle of backward design and its three stages. Through Understanding by Design, educators are able to develop curriculum and learning experiences that will help students develop and deepen their understanding of important ideas, and to ultimately transfer their learning in meaningful ways. Understanding by Design is NOT a prescriptive program, NOR is it a philosophy of education, BUT it is a way of thinking purposefully and carefully about the nature of any design has understanding as its goal UbD D E F I N I T I O n

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Workshop UBD Syllabus.pptx

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Workshop UBD Syllabus.pptx

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• Specific-Outcome is focused on a specific category of student learning. If it is too broad it will be difficult to measure. • Measureable- Data can be collected to measure student learning. • Attainable- The outcome is attainable given the educational experience. • Results-Focused- The program outcome is aligned with Course- Level Student Learning Outcomes. • Tailored- Outcome is specifically tailored to the program. Student Learning Outcomes should be S.M.A.R.T.

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Workshop UBD Syllabus.pptx

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SAMPLE OF LEARNING OUTCOME  Students are able to apply the concept of objects in solving complex problems in programming  Students are able to analyze the pillars of object-oriented programming in a modern computing development platform.  Students are able to evaluate various modern tools that can increase the productivity of object-based software development  Students are able to develop object-based software applications

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SAMPLE OF LEARNING OUTCOME  Students are able to identify the structure of application letter  Students are able to analyze the concept of CV and Resume  Students are able to create the application letter

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In determining evidence that shows that students have been able to master these abilities, we need to recognize 3 types of assessment. 3 Types of assessment: 1. Selected Response: for assessments such as multiple choice (object test, matching, pairing, etc.) 2. Constructed Response: for assessments that ask students to construct an answer from a given case (CBL). 3. Authentic Response: for assessments that ask students to determine a real performance (project) on an idea implementation (PjBL).

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• Students are required to construct an answer from a given case. For example, students can distinguish the text structure of a job application letter from other types of letters • Students are asked to work in a group 1. Determine the type of work in the job advertisement 2. Create job advertisements 3. Create a CV, resume and application letter 4. Demonstrate a job interview in accordance with the job application letter

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STEP 3 Plan Learning Experience and Instruction

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Workshop UBD Syllabus.pptx

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Eg. • Study references to identify the structure of a job application letter • Listen to the audio regarding to the job interview • Demonstrate the ability to answer the questions in job interview

More Related Content

Workshop UBD Syllabus.pptx

  • 1. WORKSHOP PENGEMBANGAN SILABUS DAN MATERI AJAR MELALUI UBD PARADIGM Learning, Sharing and Inspiring 15-17 May 2023
  • 3. SALAM KENAL   Deputy Head of Curriculum Affair SMK Setia Karya 2015-now  Team of Curriculum development STKIP Kusuma Negara 2022,2023  CELTA Cambridge Course 2021
  • 4. Agreement 1. Open mind, open heart; 2. Positive vibes only: Positive will attract positive; 3. Focus on the spirit of the changes not on the administration stuffs; 4. It is a general explanation, followed by practice; 5. Fun, rilex but serious; 6. What else?
  • 5. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi WORKSHOP TIME LINE 15 Mei 2023: Designing Syllabus based on backward Design 2 15 Mei 2023: Pengantar: Understanding by Design 1 16 Mei 2023: Analisis bahan ajar 3 16 Mei 2023: creating lesson Plan 4 Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi 4 16 Mei 2023: Evaluasi & Feedback Hasil Penugasan 5
  • 6. What is the role of the teacher in education? How many learning outcomes do you have for a course you are teaching this semester?
  • 7. Understanding by design (UBD) is a framework that is based on the idea that firstly, teaching should help students transfer their knowledge and secondly, professors should consider backward design to achieve this. ... UBD is based on the principle of backward design and its three stages. Through Understanding by Design, educators are able to develop curriculum and learning experiences that will help students develop and deepen their understanding of important ideas, and to ultimately transfer their learning in meaningful ways. Understanding by Design is NOT a prescriptive program, NOR is it a philosophy of education, BUT it is a way of thinking purposefully and carefully about the nature of any design has understanding as its goal UbD D E F I N I T I O n
  • 13. • Specific-Outcome is focused on a specific category of student learning. If it is too broad it will be difficult to measure. • Measureable- Data can be collected to measure student learning. • Attainable- The outcome is attainable given the educational experience. • Results-Focused- The program outcome is aligned with Course- Level Student Learning Outcomes. • Tailored- Outcome is specifically tailored to the program. Student Learning Outcomes should be S.M.A.R.T.
  • 15. SAMPLE OF LEARNING OUTCOME  Students are able to apply the concept of objects in solving complex problems in programming  Students are able to analyze the pillars of object-oriented programming in a modern computing development platform.  Students are able to evaluate various modern tools that can increase the productivity of object-based software development  Students are able to develop object-based software applications
  • 16. SAMPLE OF LEARNING OUTCOME  Students are able to identify the structure of application letter  Students are able to analyze the concept of CV and Resume  Students are able to create the application letter
  • 18. In determining evidence that shows that students have been able to master these abilities, we need to recognize 3 types of assessment. 3 Types of assessment: 1. Selected Response: for assessments such as multiple choice (object test, matching, pairing, etc.) 2. Constructed Response: for assessments that ask students to construct an answer from a given case (CBL). 3. Authentic Response: for assessments that ask students to determine a real performance (project) on an idea implementation (PjBL).
  • 19. • Students are required to construct an answer from a given case. For example, students can distinguish the text structure of a job application letter from other types of letters • Students are asked to work in a group 1. Determine the type of work in the job advertisement 2. Create job advertisements 3. Create a CV, resume and application letter 4. Demonstrate a job interview in accordance with the job application letter
  • 20. STEP 3 Plan Learning Experience and Instruction
  • 22. Eg. • Study references to identify the structure of a job application letter • Listen to the audio regarding to the job interview • Demonstrate the ability to answer the questions in job interview