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Lesson 2.3: UbD Framework Stage 1

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https://www.storyboardthat.com/articles/e/what-is-ubd-understanding-by-design
https://www.storyboardthat.com/articles/e/what-is-ubd-understanding-by-design

Lesson Objective

Participants will...

  • Formulate the desired knowledge, attitudes, skills, and interpersonal skills (K.A.S.I.) for students to acquire through the interdisciplinary unit
  • Develop enduring understandings (EU) and essential questions (EQ) to promote students' long-term learning goals

Read

https://www.mostkreativeklassroom.org/backwards-design.html
https://www.mostkreativeklassroom.org/backwards-design.html

How can I begin planning my unit? Now that we have a better picture of what dance can look like in your classroom, it is time to put plans to paper. Using the Understanding by Design (UbD) framework by Jay McTigthe and Grant Wiggins, we will be formally enter Stage 1--Identify Desired Results. This framework "offers a planning process and structure to guide curriculum, assessment, and instruction" (2012, p. 1). UbD framework is also known for helping curriculum designers plan 'with the end in mind', also known as 'backwards planning'.

Plan

What is the first step of backwards planning? Easy for you, we can complete this stage by considering a few key questions pulled directly from McTighe and Wiggins (2012).

  1. What should students know, understand, and be able to do?
  2. What is the ultimate transfer we seek as a result of this unit?
  3. What enduring understandings are desired?
  4. What essential questions will be explored in-depth and provide focus to all learning?


On your Unit Planner in the Course Google Drive, complete organizational charts #3-4 to identify the Knowledge, Attiudes, Skills, Interpersonal Skills (K.A.S.I.), Enduring Understandings (EUs), and Essential Questions (EQs) of your interdisciplinary unit.

What if I am still not sure what skills or concepts to include? In the next unit, we will look at specific examples of interdisciplinary units and lessons for all core subjects and grade levels. We will also explore dance concepts that work best for these demographics. As long as you have some goals in mind and a broad image of what dance activities are possible for your classroom, you should be able to move forward and revisit this stage of the UbD framework later. Luckily, we spent the last two units laying down that foundation.

Reflect

Have you identified the desired results for your students that will complete this interdisciplinary unit? What questions or concerns do you have at this point in the process?

References

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