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Understanding by Design Planning DocumentsExcerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design (2nd Edition). Upper Saddle River, NJ: Pearson/Prentice Hall, 2006.Big Ideas for a Given TopicAbundance/Scarcity; Acceptance/Rejection; Adaptation; Aging/Maturity; Balance; Community (ies); Continuity/Character; Conflict; Connections; Cooperation; Correlation;Courage; Creativity; Culture; Cycles; Defense/Protection; Democracy; Discovery; Diversity; Environment; Equilibrium; Evolution; Exploration; Fairness; Friendship; Harmony; Honor; Interactions; Interdependence; Invention; Justice; Liberty; Loyalty; Migration; Mood; Order; Patterns; Perspective; Production; Proof; Repetition; Rhythm; Survival; Symbol; System; Technology; Tyranny; Variance/Variable; WealthUBD Design Tool with Prompts; Topics and Big IdeasWhat essential questions are raised by this idea or topic? What, specifically, about the idea or topic do you want students to come to understand?Why study __________________________________________? So what?What makes the study of _______________________________ universal?If the unit on is a story, what’s the moral of the story?What’s the Big Idea implied in the skill or process of __________________?What larger concept, issue, or problem underlies ______________________?What couldn’t we do if we didn’t understand ________________________?How is ________________________ used and applied in the larger world?What is a real world insight about ________________________________?What is the value of studying ___________________________________?Planning Big Ideas with Related and Suggestive PairsAbsorb & ReflectAction & ReactionCapital & LaborHarmony & DissonanceIdiom & LanguageImportant & UrgentMeaning & SyntaxNation & PeopleNature & NurtureConstant & VariableContinuity & ChangeFactor & ResultFate & FreedomLight & ShadowLike & UnlikeLiteral & FigurativeMatter & EnergyPower & GovernanceSign & SignifiedStructure & FunctionSum & Difference(Persuasion & Coercion)Two Different ApproachesThinking Like an AssessorThinking Like an Activity DesignerWhat would be sufficient and revealing evidence of understanding?What would be interesting and engaging activities on this topic?What performance tasks must anchor the unit and focus the instructional work?What resources and materials are available on this topic?How will I be able to distinguish between those who really understand and those who don’t (though they may seem to)?What will students be doing in and out of class? What assignments will be given?Against what criteria will I distinguish work?How will I give students a grade (and justify it to their parents)?What misunderstandings are likely? How will I check for those?Did the activities work? Why or why not?Criteria for Each FacetFacet 1ExplanationFacet 2InterpretationFacet 3ApplicationFacet 4PerspectiveFacet 5EmpathyFacet 6Self-KnowledgeAccurateCoherentJustifiedSystematicPredictiveMeaningfulInsightfulSignificantIllustrativeIlluminatingEffectiveEfficientFluentAdaptiveGracefulCredibleRevealingInsightfulPlausibleUnusualSensitiveOpenReceptivePerceptiveTactfulSelf-awareMetacognitiveSelf-adjustingReflectiveWiseCharacteristics of Essential QuestionsA good essential question:Is open-ended; that is, it typically will not have a single, final, and correct answer.Is thought-provoking and intellectually engaging, often sparking discussion and debate.Calls for higher-order thinking, such as analysis, inference, evaluation, prediction. It cannot be effectively answered by recall alone.Points toward important, transferable ideas within (and sometimes across) disciplines.Raises additional questions and sparks further inquiry.Requires support and justification, not just an answer.Recurs over time; that is, the question can and should be revisited again and again.Sample Essential and Unit QuestionsEssential QuestionUnit QuestionMust a story have a moral, heroes, and villains?What is the moral of the story of the Holocaust?Is Huck Finn a hero?How does an organism’s structure enable it to survive in its environment?How do the structures of amphibians and reptiles support their survival?Who is a friend?Are Frog and Toad true friends?Has it been true in recent U.S. history and foreign affairs that “the enemy of my enemy is my friend”?What is light?How do cats see in the dark?Is light a particle or a wave?Do we always mean what we say and say what we mean?What are sarcasm, irony, and satire? How do these genres allow us to communicate without saying what we mean?Is U.S. history a history of progress?Is the gap between rich and poor any better now than it was 100 years ago? Do new technologies always lead to progress?Understanding by Design Templates 1: Identify Desired ResultsWhat overarching understandings are desired?What are the overarching “essential” questions?What will students understand as a result of this unit?What “essential” and “unit” questions will focus this unit?Examples of Essential Questions What is a true friend?How precise must we be?To what extent does art reflect culture or shape it?Must a story have a beginning, a middle, and an end?Is everything quantifiable?Is the subjunctive necessary?To what extent is DNA destiny?In what ways is algebra real and in what ways is it unreal?To what extent is U.S. history a history of progress?What is the difference between a scientific fact, a scientific theory, and a strong opinion?Must heroes be flawless?What should we fear?Who is entitled to own what?What makes writing worth reading?What is democracy?What does the author mean?Can we prove it?What should we do?What is its value?When error is unavoidable in measurement, what margins of error are tolerable?In what ways should government regulate the market system?How can we know if the author was serious?What are the strengths and limits of the big bang theory?Who is a “winner” in athletics?What is the relationship between popularity and greatness in literature?To what extent is “musical” a culture-bound aesthetic judgement?What make a mathematical argument convincing?What is a connection between a country’s form of government and the prosperity of its citizens?When is it wise in cooking to deviate from the recipe?What do “care” and “first do no harm” mean in the health professions?How important is it to listen to our ancestors?What is justice?Is art a matter of taste or principles?How far should we tamper with our own biology and chemistry?Is science compatible with religion?Is an author’s view privileged in determining the meaning of a text?What is healthful eating?Is any history capable of escaping the social and personal history of its writers?In what ways does light act like a wave?How do the best writers hook and hold their readers?What models best describe a business cycle?Is the universe expanding?Does Euclidean geometry offer the best map for the spaces we live in?Who should lead?Is The Catcher in the Rye a comedy or a tragedy?Is a democracy that suspends freedoms a contradiction in terms?What is the “third” world? Is there a “fourth”?When is victory assured?Is punctuation necessary?Are numbers real?What would life in the United States be like without the Bill of Rights?Is this water clean?What few skills do I most need to develop to be self-sufficient?What must I learn to do (versus have others do for me) to maximize my self-sufficiency?How does torque affect power?How can you hit with greatest power without losing control?When should we swing softly?How do you know that you comprehend what you are reading?Why should readers regularly monitor their comprehension?What do good readers do when they don’t understand the text?When should we use “fix-up” strategies?What lessons have we learned or not learned from U.S. military involvement in foreign regional conflicts?How do the best writers and speakers hold their audience?Essential Questions for English Language Arts What is a true friend?How precise must we be?To what extent does art reflect culture or shape it?Must a story have a beginning, a middle, and an end?Is the subjunctive necessary?To what extent is U.S. history a history of progress?How can we know if the author was serious?Must heroes be flawless?What makes writing worth reading?What does the author mean?What is its value?What is the relationship between popularity and greatness in literature?To what extent is “musical” a culture-bound aesthetic judgement?How important is it to listen to our ancestors?What is justice?Is art a matter of taste or principles?Is an author’s view privileged in determining the meaning of a text?How do the best writers hook and hold their readers?Is The Catcher in the Rye a comedy or a tragedy?Is punctuation necessary?How do you know that you comprehend what you are reading?Why should readers regularly monitor their comprehension?What do good readers do when they don’t understand the text?When should we use “fix-up” strategies?Essential Questions for Social StudiesWho is entitled to own what?What makes writing worth reading?What is democracy?Can we prove it?What should we do?What is its value?When error is unavoidable in measurement, what margins of error are tolerable?In what ways should government regulate the market system?What is a connection between a country’s form of government and the prosperity of its citizens?How important is it to listen to our ancestors?What is justice?Is science compatible with religion?How do the best writers and speakers hold their audience?Is any history capable of escaping the social and personal history of its writers?How do the best writers hook and hold their readers?What models best describe a business cycle?Who should lead?Is a democracy that suspends freedoms a contradiction in terms?What is the “third” world? Is there a “fourth”?When is victory assured?What would life in the United States be like without the Bill of Rights?What lessons have we learned or not learned from U.S. military involvement in foreign regional conflicts?Essential Questions for Learning Methods Focus To what extent is DNA destiny?What is the difference between a scientific fact, a scientific theory, and a strong opinion?Can we prove it?To what extent is “musical” a culture-bound aesthetic judgement?What make a mathematical argument convincing?What is justice?Is art a matter of taste or principles?What few skills do I most need to develop to be self-sufficient?What must I learn to do (versus have others do for me) to maximize my self-sufficiency?How do you know that you comprehend what you are reading?Why should readers regularly monitor their comprehension?What do good readers do when they don’t understand the text?When should we use “fix-up” strategies?Topical Essential QuestionsIn what ways does art reflect, as well as shape, culture?What do ceremonial masks reveal about the Inca Culture?From whose perspective is this, and what difference does it make?How did Native Americans view the “settlement” of the West?How do our various body systems interact?How does food turn into energy?To what extent do we need checks on government power?To what extent does separation of powers (e.g. three branches of government, two houses of Congress) cause deadlock in the U.S. government?Are there useful ways to distinguish inherent error from avoidable error in the sciences?What are possible sources of measurement error in this experiment?Is there a greater margin of error in this experiment than the last one?What are common factors in the rise and fall of powerful nations?Why did the Roman Empire collapse?Why did the British Empire end?What explains the United States’ rise to world prominence?How do authors use different story elements to establish mood?How does John Updike use setting to establish a mood?How does Ernest Hemingway use language to establish a mood?How does Toni Morrison use images and symbols to establish mood?Examples of State Standards and the Essential Questions that Spring from ThemLife Science: All students will apply an understanding of cells to the functioning of multi-cellular organisms, including how cells grow, develop, and ical Essential Questions: How can we prove that cells make up living things? If we’re all made of cells, why don’t we look alike?Overarching Essential Question: How do scientists prove things?Dance: Understanding dance as a way to created and communicate meaning. (From National Standards for Arts Education)Topical Essential Question: What ideas can we express through dance? How can motion convey emotion?Overarching Essential Question: In what ways do artists express what they think and feel? In what ways does the medium influence the message? What can the artist do that the nonartist cannot?Physical Education (6th grade):Applies movement concepts and principles to the learning and development of motor skills. (From National Association for Sport and Physical Education)Topical Essential Questions: How do we hit with greatest power without losing control? How important is follow-through for distance and speed?Overarching Essential Question: What kind of practice “makes perfect”? What feedback will enhance or improve performance most?Question Starters Based on the Six Facets of UnderstandingExplanation:Who_____? What_____? When_____? How_____? Why_____?What is the key concept/idea in ___________________________________________________?What are examples of___________________________________________________________?What are the characteristics/parts of________________________________________________???????????? Why is this so?How might we prove/confirm/justify_______________________________________________?How is_______________________connected to______________________________________?What might happen if___________________________________________________________?What are common misconceptions about____________________________________________?Interpretation:What is the meaning of__________________________________________________________?What does_______________________________reveal about___________________________?How is ________________________________like____________________(analogy/metaphor)?How does_________________________________________________________relate to me/us? So what? Why does it matter?Application:How and when can we use this (knowledge/process)___________________________________?How is__________________________________________________applied in the larger world?How could we use_________________________________to overcome____________________ (obstacle, constraint, challenge)?Perspective:What are different points of view about_____________________________________________?How might this look from_____________________________________________’s perspective?How is ______________________________similar to/different from_____________________?What are other possible reactions to________________________________________________?What are the strengths and weaknesses of___________________________________________?What are the limits of___________________________________________________________?What is the evidence for_________________________________________________________?Is the evidence reliable? Sufficient?Empathy:What would I be like to walk in_____________________________________________’s shoes?How might________________feel about____________________________________________?How might we reach an understanding about_________________________________________?What was________________________________________________trying to make us feel/see?Self-Knowledge:How do I know________________________________________________________________?What are the limits of my knowledge about__________________________________________?What are my “blind spots” about__________________________________________________?How can I best show____________________________________________________________?How are my views about____________________shaped by_____________________________ (experiences, assumptions, habits, prejudices, style)?What are my strengths and weaknesses in___________________________________________?Essential Questions in World LanguagesCompiled by Jay McTigheMotivation/Goals/Benefits Why learn another language? What are my motivations to learn another language?What are my expectations about learning another language?Where does this language live in my community?How will learning a language enhance my life?How might learning a language open “doors of opportunity”?Learning ProcessWhat language learning skills do I already have?What are “language patterns” and how can they help me learn and use a new language?How can I use my existing communication skills to learn a new language?What are different language learning styles?How do I determine the most effective language learning style for me?How do I best learn other skills? What strategies and resources will help me learn another language?What qualities do I need to learn a 2nd language?How can I sound more like a native speaker?How can one express complex ideas using simple terms?What do I hear when I listen? How do I figure out meaning when words are not understood?What do I do when I am stuck?What can I do to help me improve my fluency and accuracy?CommunicationWhy isn't a dictionary enough?Why don't you have to translate everything?How do native speakers differ from fluent foreigners?In what ways do languages convey meaning?How do people communicate without using language?What strategies can I use to communicate more effectively?How fluent do I need to be in speaking and/or writing a new language in order to be able to communicate effectively?How does language change in different situations?Why don’t you use the same words, expressions, etc., with everyone?…in every situation?What do I do when my ideas are more sophisticated than my ability totc "What do I do when my ideas are more sophisticated than my ability to" communicate them?What can I do when I do not have the words to say what I am thinking?How do I keep a conversation going?How does body language complement the words? How and when might it compete with them?What are the benefits of taking a chance in language?…the risks?What mistakes are worth making?How is listening different from reading?How is written language different from spoken language?What do good speakers sound like? How is spoken language different from written language?How do good speakers express their thoughts and feelings? What makes a speaker easy to follow?How does audience and purpose (e.g., inform, entertain, persuade) influence a speaker’s technique (e.g., volume, pacing, word choice, intonation)?How can I help my audience understand me? How can you "speak" without words?What is "body language"?How can I help my listener(s) better understand me?How can you make your words more effective?Culture and LanguageWhat is culture?Why study another culture?How does where I live shape who I am?How are language and culture linked?What can I learn about my own language and culture from the study of others?How can I enhance my connections with people through language?How does the study of another language and culture make the world smaller?How can learning and using a language help me assimilate into a new culture?How can cultural awareness enhance my language learning and vice-versa? How do I feel when someone from another culture speaks my language?How does language shape culture? How does culture shape language ?How can I explore other cultures without stereotyping ?What is it like to be a “foreigner”?How does the _____ (e.g., clothing, foods, arts, architecture, holidays, etc.) of a place reflect the culture?Geography & HistoryWhat makes places unique and different? How does a region’s geography, climate and natural resources affect the way people live and work?How does where I live influence how I live?Why do people move? What do we mean by “region”?What stories do maps and globes tell? How do maps and globes reflect history, politics, and economics?History: whose “story” is it?Who are the “winners” and “losers” when things change? Enduring Understandings (examples not yet categorized)You can learn a 2nd (or 3rd) language.You already have language and communication skills that you can utilize while learning a new language.The goal is effective communication, not word-for-word translation.There are multiple ways to say the same thing.Accuracy is the result of experience (deliberate speaking and listening) and self-reflection.People have different styles of learning a language.Learning a language is an on-going process.Refinement comes from practice.You can’t identify and correct your mistakes unless you have the courage to make them.A dictionary doesn’t give you syntax.The recognition and use of patterns of verb forms gives the speaker a wider range of communication skills.Learning a second language will open doors for you professionally and personally.Language connects people.People appreciate your effort to learn and use their language.“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, it goes to his heart.” —Nelson MandelaLearning another language will open the door to a new culture. Language and culture are inextricably municating is more than using a new language.Learning a language takes motivation, perseverance, and practice.You are judged by what you say and how you say it.Body language (can) change statements to questions, affirmations and negations, and (can) impact the intensity of a statement.Some words are more important than others.Speaking is not the only form of communication.Some gestures are culture-specific.Conversations are more than questions and answers.Language requires you to solve problems. Structures and writing systems of the target language and English have similarities and differences.Different linguistic structures communicate different meanings.The language we use changes with the situation.Integrating Differentiated Instruction + Understanding by Design: Six Facets of UnderstandingExcerpted from: Tomlinson, Carol Ann, and Jay McTighe. Integrating Differentiated Instruction & Understanding by Design. Alexandria, VA: ASCD, 2006.When we truly understand weCan explain via generalizations or principles: provide justified and systematic accounts of phenomena, facts, and data; make meaningful connections and provide illuminating examples or illustrations.Can interpret: tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models.Can apply: effectively use and adapt what we know in diverse and real contexts—we can “do” the subject.Have perspective: see and hear points of view through critical eyes and ears; see the big picture.Display empathy: find value in what others might find odd, alien or implausible; perceive sensitively on the basis of prior direct exposure.Have self-knowledge: show metacognitive awareness; perceive the personal style, prejudices, projections, habits of mind that both shape and impede our own understanding; be aware of what we do not understand; reflect on the meaning of learning and experience.Metacognitive AssessmentExcerpted from: Tomlinson, Carol Ann, and Jay McTighe. Integrating Differentiated Instruction & Understanding by Design. Alexandria, VA: ASCD, 2006.What do you really understand about ***?What questions or uncertainties do you still have about ***?What was most effective in ***?What was least effective in ***?How could you improve ***?What would you do differently next time?What are you most proud of?What were you most disappointed in?How difficult was *** for you?What are your strengths in ***?What are your deficiencies in ***?To what extent has your performance improved over time?How does your preferred learning style influence ***?What grade or score do you deserve? Why?How does what you’ve learned connect to other learning?How has what you’ve learned changed your thinking?How does what you’ve learned relate to the present and future?What follow up work is needed?Student Self-Assessment and ReflectionExcerpted from: Tomlinson, Carol Ann, and Jay McTighe. Integrating Differentiated Instruction & Understanding by Design. Alexandria, VA: ASCD, 2006.What do you really understand about ***************? What is still confusing?How could you improve ****? What would you do differently next time?What are you most proud of? What are you most disappointed in?What are your strengths in ***? What are your deficiencies in ***?How does your preferred learning style influence ***?How does what you’ve learned connect to other learning?How has what you’ve learned changed your thinking?How will you make use of what you’ve learned ................
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