Lesson 4.3: UbD Framework Stage 3
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Lesson Objective
Participants will...
- Compose learning activities that promote teaching for understanding
Design
How can I ensure my students are as successful and engaged as possible? Alright, we are finally at the stage of designing activities. Once again, to complete this stage we will considering a few key questions pulled directly from McTighe and Wiggins (2012).
- How will we support learners as they come to understand important ideas and process?
- How will we prepare them to autonomously transfer their learning?
- What enabling knowledge and skills will students need to perform effectively and achieve desired results?
- What activities, sequence, and resources are best suited to accomplish our goals?
McTighe and Wiggins advise organizing learning activities into three types of goals: Transfer, Meaning making, and Aquisition (described in photo to the right). Even coding each activity with the initials, T, M, or A can help make sure students have a well rounded experience with a variety learning tasks. In addition, you are likely to see the most success if you teach for understanding, which means: Provide several opportunities for students with teacher support,
On your Unit Planner in the Course Google Drive, complete the organizational chart to respond to question #11: What learning experiences do students need to have to accomplish the learning objectives?
Post Reflection
Have you completed all parts of your Unit Design? Have you reviewed and revised to assure for clear alignment between objectives, assessments and activities? Do you feel confident to teach this unit to a group of students?
References
- Chapman, S. (n.d.). Slideshow Presentation. Retrieved from https://slideplayer.com/slide/6618101/
- McTighe, J., & Wiggins, G. (2012). The Understanding by Design® Framework. Alexandra, VA: ASCD. http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
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