Notes+from+UbD

! I like the looking ahead questions at the end of each chapter!

18- Design stages
1) id desired results (162- understand that, and thoughtfully consider the questions) 2) determine acceptable evidence can: (162- 1) explain 2) interpret 3) apply, by 4) see perspectives 5)empathize with 6) reflect on 3) plan learning experiences and instruction 167- need to include explanation, as part of any task involving the other five facets. why Ss performed the way they did, what they think it means, and what justifies their approach 167- TASKS SHOULD REQUIRE reflection, explicit self assessment, and self adjustment with evident reasoning or rational

Assessment/ Evidence
18- evidence collected through formal and informal assessments. not just culmanative 124- assess learning process by essential questions = criteria by which to judge our progress in learning 113- big ideas understanding specifically summarizes the insights of experts 17- ask a student 1) what are you doing 2) why are you being asked to do it? 3) what will it help you to do? 4) how does it fit with what you have previously done? 5) how will you show you have learned it? 155- Ss perform wisely with knowledge and skill, in an authentic problem (context of real issues, needs, constraints,opportunities) 155- ELICIT LEARNER JUDGEMENTS made during genuine performance (not just following clues requiring recall and plugging in) 155- Dewey in1916- is it the sort of "trying" that would arouse observation and engage experimentation outside of school? 155- problems are demands within performance, requiring thought of choices and challanges that confront a performer in context 157- creating performance tasks GRASPS Goal, Role, Audience, Situation, Performance, Standards 169- "check for understanding" "feedback" 169- one-minute-essay 1) what is the big point you learned 2) what is the main unanswered question 169- Ss could bring questions to class each day. small group. web of web of Q and possible answers. Ss summarize each end. 171- tasks motivate students as well as provide evidence for their understanding 173- Rubrics answer 1) by what criteria should performance be judged? 2) where/ what should we look for 3) how to level 174- assessors of understanding use analytic rubrics to divide product/ performace into traits- eg. 6+1 traits of writing 174- feedback to Ss is easily compormised when I boil down evaluation to a single, holistic score 175- look at a range of explinations look like from simplistic to complex

Plan
18- enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) are necessary for results teaching is a means to an end 157- problems are not exercises! 198- Where and why 201- Hook and hold 208- explore, experience, enable, equip 213- Reflect, rethink, revise 215- Evaluate work and progress 218- Tailor and personalize work 220- Organize for optimal effectiveness

Analogies
Intro- Students are like tourists. Are we going to give them cultural experiences or just "do" the must sees. 123- Essential Questions- not exploring key ideas in the content through genuine questioning and sustained inquiry is like leaving all courtroom claims and evidence unexamined 18- a map- given a destination, what's the most effective and efficient route?

Quotes
123 by Piaget (Psychologist)- TO UNDERSTAND IS TO INVENT True understanding manifests itself by new spontaneous applications. The real comprehension of a notion or a theory implies the reinvention of this theory by the [student].

About Questions
114- the best units are built upon related sets of topical and overarching questions 114- overarching questions are conceptual pillars, making a multilayer program more coherent and connected 114- NOT ALL TOPICAL QUESTIONS ARE ESSENTIAL, some good topical questions are leading 117- [2-5] questions with variety and balance are most effective 111- is it clear to Ss that their job is Inquiry? 111- don't necessarially avoid yes/ no, who/what/when, either/or 132- what recurring ideas (topical undertanding) should be framing my coursework? 123- what questions and arguments did [scientists/ leaders in fields] have before reaching a consensus 125- if the textbook contains the answers then what are the questions? 126- what specifically do I am to have students understand before unit's end? 122- essential questions are alive and can be considered at every level of education 127- questions propose an abstract or transferable idea 128- eq offer useful, transferable principals or strategeis 107- each academic field can be defined by its essential questions

110- essential aspects of essential questions
1) cause genuine and relevent inquiry into big ideas and core content 2) provoke deep thought, lively discussion, sustained inquiry, new understanding and more questions! 3) require students to consider alternatives, weigh evidence, support their ideas and justify their answers.

113- Big Ideas (Important questions)
1) key concepts 2) purpose and value 3) strategy and tactics 4) context of use

108- essential is ambiguous
1) important questions that recur throughout all our lives 2) ideas and inquiries within a discipline 3) helps students effectively inquire and make sense of ideas/ knowledge/ know-how 4) questions that will most engage a specific and diverse set of learners

122- New York Times Science Times. 5/25 of the most important current questions in science: How much of the body is replacable? What should we eat? Are men necessary? Are women necessary? Can robots become conscious? When will the next Ice Age begin?