\n\n
Overview<\/h3>\nWhat do you want your students to know and be able to do by the end of a unit of instruction, class, program of study...? How do you identify learning goals? Do the activities you assign actually help students meet those goals? <\/span>\n\nWatch this video lecture<\/a> (2:46 minutes)\n\nhttps:\/\/youtu.be\/DTxnTNXPK3g\n[MSU Graduate School]. (Aug. 26,2013). What is Backward Design?.[Video File]. Retrieved from\u00a0https:\/\/youtu.be\/DTxnTNXPK3g<\/div>\n![\"UBD\"](\"http:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/wp-content\/blogs.dir\/32\/files\/2023\/03\/ubd-1.png\")
\n\nThe three main areas of the unit plan:<\/h3>\nIdentified Desired Results<\/strong>\n\nTo what extent are the targeted enduring understanding transferable, specific enough to guide teaching and assessment and framed by provocative essential question?\n\nAssessment Evidence<\/strong>\n\nTo what extent do the assessments provide valid and reliable measures of the targeted understanding, opportunities for students to exhibit their understanding through authentic performance assessments, sufficient and varied information to support inferences about each student\u2019s understanding?\n\nPlanning Learning Experiences and Instruction<\/strong>\n\nTo what extent do the brainstormed sequence of the main activities in the unit include instructional materials and resources for the selected content, the instructional strategies to engage, motivate, and support students, and the activities that students will perform to become more skilled and knowledgeable about the enduring understandings and specific content.\n\n*Adapted from The Understanding By Design Handbook by Jay McTighe and Grant Wiggins.<\/a>\n\n<\/div>\n\n
\n\nThe Backward Design Template<\/h3>\nBackward Design Template with Descriptions<\/a>\u00a0(click link for template with descriptions).\n\nGranite State College, School of Education \u00a0UbD Template for Math Unit Development <\/a>\u00a0 \u00a0- \u00a0 This is the template you will use to\u00a0plan your math unit. Save it as a MS Word Document before submitting.\n\n
\n\n![\"study](\"http:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/wp-content\/blogs.dir\/32\/files\/2023\/03\/math-boy-pixabay-1-300x198.jpg\")
\nNext Steps: \u00a0Teacher Designed Module on UbD and Teaching Mathematics<\/h3>\nGo to and work through this online module<\/h2>\n\n \t- Understanding By Design\u00a0For Math\u00a0Instruction.<\/a> This is an online module that Dr. Gail Poitrast and I (Paula Lombardi M.Ed) developed to support our students in the School of Education math content area courses.<\/li>\n \t
- Review \u00a0Math Ubd units from Trinity Universit<\/a>y and see how students have applied this backward planning process to units of K-12 math instruction.<\/li>\n<\/ul>\n\n
\n\nReferences<\/h3>\nUbD graphic is from:\u00a0Don Glass, P. (n.d).\u00a0Curriculum Design for Inclusive Arts Teaching and Learning<\/i>. Retrieved from OER Commons:\n\nhttp:\/\/www.oercommons.org\/courses\/curriculum-design-for-inclusive-arts-teaching-and-learning-understanding-by-design\/view<\/a>\n\nOther graphics are from Pixabay- public domain\n\n
\n\n \n\n \n\n \n\n ","rendered":"![\"\"](\"http:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/wp-content\/blogs.dir\/32\/files\/2018\/01\/Planning-OER-300x191.jpg\")
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Unit and Lesson Planning<\/h3>\n
\nOverview<\/h3>\n
What do you want your students to know and be able to do by the end of a unit of instruction, class, program of study…? How do you identify learning goals? Do the activities you assign actually help students meet those goals? <\/span><\/p>\n
\n\nThe three main areas of the unit plan:<\/h3>\nIdentified Desired Results<\/strong>\n\nTo what extent are the targeted enduring understanding transferable, specific enough to guide teaching and assessment and framed by provocative essential question?\n\nAssessment Evidence<\/strong>\n\nTo what extent do the assessments provide valid and reliable measures of the targeted understanding, opportunities for students to exhibit their understanding through authentic performance assessments, sufficient and varied information to support inferences about each student\u2019s understanding?\n\nPlanning Learning Experiences and Instruction<\/strong>\n\nTo what extent do the brainstormed sequence of the main activities in the unit include instructional materials and resources for the selected content, the instructional strategies to engage, motivate, and support students, and the activities that students will perform to become more skilled and knowledgeable about the enduring understandings and specific content.\n\n*Adapted from The Understanding By Design Handbook by Jay McTighe and Grant Wiggins.<\/a>\n\n<\/div>\n\n
The three main areas of the unit plan:<\/h3>\nIdentified Desired Results<\/strong>\n\nTo what extent are the targeted enduring understanding transferable, specific enough to guide teaching and assessment and framed by provocative essential question?\n\nAssessment Evidence<\/strong>\n\nTo what extent do the assessments provide valid and reliable measures of the targeted understanding, opportunities for students to exhibit their understanding through authentic performance assessments, sufficient and varied information to support inferences about each student\u2019s understanding?\n\nPlanning Learning Experiences and Instruction<\/strong>\n\nTo what extent do the brainstormed sequence of the main activities in the unit include instructional materials and resources for the selected content, the instructional strategies to engage, motivate, and support students, and the activities that students will perform to become more skilled and knowledgeable about the enduring understandings and specific content.\n\n*Adapted from The Understanding By Design Handbook by Jay McTighe and Grant Wiggins.<\/a>\n\n<\/div>\n\n
\n\nThe Backward Design Template<\/h3>\nBackward Design Template with Descriptions<\/a>\u00a0(click link for template with descriptions).\n\nGranite State College, School of Education \u00a0UbD Template for Math Unit Development <\/a>\u00a0 \u00a0- \u00a0 This is the template you will use to\u00a0plan your math unit. Save it as a MS Word Document before submitting.\n\n
\n\n\nNext Steps: \u00a0Teacher Designed Module on UbD and Teaching Mathematics<\/h3>\nGo to and work through this online module<\/h2>\n\n \t- Understanding By Design\u00a0For Math\u00a0Instruction.<\/a> This is an online module that Dr. Gail Poitrast and I (Paula Lombardi M.Ed) developed to support our students in the School of Education math content area courses.<\/li>\n \t
- Review \u00a0Math Ubd units from Trinity Universit<\/a>y and see how students have applied this backward planning process to units of K-12 math instruction.<\/li>\n<\/ul>\n\n
\n\nReferences<\/h3>\nUbD graphic is from:\u00a0Don Glass, P. (n.d).\u00a0Curriculum Design for Inclusive Arts Teaching and Learning<\/i>. Retrieved from OER Commons:\n\nhttp:\/\/www.oercommons.org\/courses\/curriculum-design-for-inclusive-arts-teaching-and-learning-understanding-by-design\/view<\/a>\n\nOther graphics are from Pixabay- public domain\n\n
\n\n \n\n \n\n \n\n ","rendered":"<\/p>\n
Unit and Lesson Planning<\/h3>\n
\nOverview<\/h3>\n
What do you want your students to know and be able to do by the end of a unit of instruction, class, program of study…? How do you identify learning goals? Do the activities you assign actually help students meet those goals? <\/span><\/p>\n
\n\n
\nNext Steps: \u00a0Teacher Designed Module on UbD and Teaching Mathematics<\/h3>\nGo to and work through this online module<\/h2>\n\n \t- Understanding By Design\u00a0For Math\u00a0Instruction.<\/a> This is an online module that Dr. Gail Poitrast and I (Paula Lombardi M.Ed) developed to support our students in the School of Education math content area courses.<\/li>\n \t
- Review \u00a0Math Ubd units from Trinity Universit<\/a>y and see how students have applied this backward planning process to units of K-12 math instruction.<\/li>\n<\/ul>\n\n
\n\nReferences<\/h3>\nUbD graphic is from:\u00a0Don Glass, P. (n.d).\u00a0Curriculum Design for Inclusive Arts Teaching and Learning<\/i>. Retrieved from OER Commons:\n\nhttp:\/\/www.oercommons.org\/courses\/curriculum-design-for-inclusive-arts-teaching-and-learning-understanding-by-design\/view<\/a>\n\nOther graphics are from Pixabay- public domain\n\n
\n\n \n\n \n\n \n\n ","rendered":"<\/p>\n
Unit and Lesson Planning<\/h3>\n
\nOverview<\/h3>\n
What do you want your students to know and be able to do by the end of a unit of instruction, class, program of study…? How do you identify learning goals? Do the activities you assign actually help students meet those goals? <\/span><\/p>\n
- \n \t
- Understanding By Design\u00a0For Math\u00a0Instruction.<\/a> This is an online module that Dr. Gail Poitrast and I (Paula Lombardi M.Ed) developed to support our students in the School of Education math content area courses.<\/li>\n \t
- Review \u00a0Math Ubd units from Trinity Universit<\/a>y and see how students have applied this backward planning process to units of K-12 math instruction.<\/li>\n<\/ul>\n\n
\n\nReferences<\/h3>\nUbD graphic is from:\u00a0Don Glass, P. (n.d).\u00a0Curriculum Design for Inclusive Arts Teaching and Learning<\/i>. Retrieved from OER Commons:\n\nhttp:\/\/www.oercommons.org\/courses\/curriculum-design-for-inclusive-arts-teaching-and-learning-understanding-by-design\/view<\/a>\n\nOther graphics are from Pixabay- public domain\n\n
\n\n \n\n \n\n \n\n ","rendered":"<\/p>\nUnit and Lesson Planning<\/h3>\n
\nOverview<\/h3>\n
What do you want your students to know and be able to do by the end of a unit of instruction, class, program of study…? How do you identify learning goals? Do the activities you assign actually help students meet those goals? <\/span><\/p>\n
- Review \u00a0Math Ubd units from Trinity Universit<\/a>y and see how students have applied this backward planning process to units of K-12 math instruction.<\/li>\n<\/ul>\n\n