Please introduce yourself to your table mates

and tell them what you teach and where.

Tell them something interesting about yourself
professionally.

When youve finished, please select someone to
be a table facilitator for the day.

There will be a second facilitator, a UbD teacher
leader who will rotate among tables close to you.
1. Someone who teaches the
same school, subject area or grade
_____________
4. Freebie, Your
Choice
______________
2. Someone
who has been
teaching
about as
long(years) as
you
______________

3. Someone who
teaches different
school, subject
area or grade
__________________
We learn:
10% of what we read

20% of what we hear

30% of what we see

50% of what we both see and hear
70% of what is discussed with others

80% of what we experience personally
95% of what we teach each other


Review and refine your thinking and
practice about using Understanding by
Design (UbD) as a curriculum framework
and instructional planning process.

Maintain focus on developing
understanding based classroom through use
of learning principles of acquisition,
meaning making, and transfer.


GOAL
Understand nine research-based instructional
strategies identified by Robert Marzano in
Classroom Instruction That Works and the Art
and Science of Teaching and how they align
with the AMT principle

Apply 9 strategies in design effective and
engaging learning experiences for student
understanding
An 11-year national and international
effort in improving the design skills of
educators
- UbD is textbook in over 300 school of
education courses

- The text is in the hands of over
700,000 educators

Overcoming the prevalence of Aimless
Activity and Superficial Coverage
Moving beyond micro-managing of
teaching via discrete lesson plans
A focus on big ideas and complex
performance leading to understanding
As a framework to plan:

Curriculum
Assessment
Instruction
To promote transfer
and retention of
learning through
development of in-
depth understanding
A way of thinking about getting students to explore the
most important questions and concepts in their subjects
in school

A framework to help students transfer knowledge and
skill into novel contexts that require understanding
through explanation,
interpretation,application,empathy,
perspective or self knowledge

1. Identify desire results

2. Determine Acceptable Evidence

3. Plan learning experiences and
instruction
UbD big idea Why
important?
If not

Backward
Design
Plans need to be
well aligned to
be effective
Aimless activity
and coverage

Transfer goal
It is the essence
of understanding
Students fall to
apply, poor
results on tests

Focus on big
ideas
Thats how
transfer
happens, makes
learning more
connected
Learning is
fragmented,
more difficult,
less engaging
1. Identify desired
results
What is transfer of learning?
- Transfer of learning is the use of knowledge
and skills (acquired in an earlier context) in a new
context. It occurs when a persons learning in one
situation influence that persons learning and
performance in other situations.
- When transfer of learning occurs, it is in the
form of meanings, expectations, generalizations,
concepts or insights that are developed in one one
learning situation being employed in others.
After learning and studying Newtons
3 laws, solve a never-before-
encountered roller coaster or
ballistics problem.

After learning different forms of
persuasive writing, tackle new and
varied audience/purpose situations
where someone is to be persuaded.
Consists of 5 components:
Transfer goals
Understandings
Essential questions
Knowledge and skills
Established goals
Pamantayang Pangnilalaman: Pamantayan sa Pagganap:

(Mga) Kakailanganing Pag-
unawa :
Mahahalagang Tanong
:
Nauunawaan ng mag-aaral
ang: (kaalaman)

Ang mag-aaral ay:
(kasanayan/kakayahan)
Key: Focus on Big ideas
- Enduring Understandings: What specific insights
about big ideas do we want students to leave
with?
- What essential questions will frame the teaching
and learning, pointing toward key issues and
ideas,
and suggest meaningful and provocative inquiry
into content?
- What should students know and be able to do?
- - What content standards are addressed explicitly
by
the unit?

1. Identify desired results

2. Determine acceptable
evidence

3.

Design assessments before you
design lessons and activities.

Be clear about what evidence of
learning you seek.
authentic tasks and projects
academic exam questions
prompts and problems
quizzes and test items
informal checks for understanding
student self-assessment
The evidence should be credible and helpful
Implications: the assessments should
- Be grounded in real-world applications,
supplemented as needed by more
traditional school evidence
- Provide useful feedback to the learner, be
transparent and minimize secrecy
- Be valid, reliable aligned with the desired
results of Stage 1 (and fair)

Template fields ask:
- What are key complex performance tasks
indicative of understanding?
- What other evidence will be collected to build
the case for understanding, knowledge and
skill?
- What rubrics will be used to assess complex
performance?
Produkto/Pagganap Sa Antas ng :
Pag-unawa Pagganap










How can using AMT principles in learning plans
lead to student understanding, transfer of learning
principles to new situations and meaning making?
How can I use selected research based instructional
strategies in lesson design to align with AMT to
support student learning?
Participants will understand that effective
instructional design is guided by these types
of questions:

1. What will I do to establish and communicate
learning goals, track student progress, and
celebrate success?
2. What will I do to help students effectively
interact with new knowledge?
3. What will I do to help students practice and
deepen their understanding of new knowledge?
4.WhatwillIdotohelpstudentsgenerate
andtesthypothesesaboutnew
knowledge?
5.WhatwillIdotoengagestudents?
6.WhatwillIdotoestablishormaintain
classroomrulesandprocedures?
7.WhatwillIdotorecognizeand
acknowledgeadherencetoandlackof
adherencetoclassroomrulesand
procedures?

8. WhatwillIdotoestablishand
maintaineffectiverelationshipswith
students?
9.WhatwillIdotocommunicate
highexpectationsforallstudents?
10.WhatwillIdotodevelop
effectivelessonsorganizedintoa
cohesiveunit?
E
F
F
E
C
T
I
V
E
E
N
G
A
G
I
N
G
1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
3. Parent and Community Development
4. Safe and Orderly Environment
5. Collegiality and Professionalism
6. Instructional Strategies
7. Classroom Management
8. Classroom Curriculum Design
9. Home Environment
10. Learning Intelligence/Background
Knowledge
11. Motivation
1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences
& instruction

Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypotheses
Cues, questions, and advance organizers


1. We must address all the elements in Stage 1
2. We have to prepare students to be
successful on the performances and other
evidences including self-assessment
3. Activities and lessons must be meaningful
and engaging and address the needs of
diverse populations
4. This is the primary stage for differentiation
enhances students understanding
of and ability to use knowledge

Venn Diagram
Summarizing
*To effectively summarize,
delete some information,
substitute some
information and keep some
information.

Delete trivial material that is
unnecessary to understanding
Delete redundant material
Substitute superordinate terms for
lists
Select a topic sentence, or invent
one if it is missing
Notes should be considered a work in
progress
Notes should be used as study guide for
tests
The more notes that are taken, the better
Informal Outline
Webbing
1. Feedback should be corrective in nature.
2. Feedback should be timely.
1. Set objectives that are not too
specific.
2. Have students personalize their
objectives.
3. Plan various ways of
communicating the goals.
4. Help individualize goals through
negotiated contracts with
students.

ConclusionThe most powerful
single innovation that enhances
achievement is feedback. The
simplest prescription for improving
education must be dollops of
feedback.

Generalizations from the Research
Not all students realize the importance
of believing in effort
Students can learn to operate from a
belief that effort pays off even if they
do not initially believe.
Rewards do not necessarily have a
negative effect on intrinsic motivation.
Rewards most effective when it is
contingent on the attainment of a
standard of performance.
Abstract symbolic recognition is more
effective than tangible rewards.
Generalizations from
Research
Recommendations for
Classroom Practice
Organizing groups based
on ability levels should
be done sparingly.
Cooperative learning
groups should be rather
small in size.
Cooperative learning
should be used
consistently and
systematically but
should not be overused.
Teach the 5 components of
Cooperative Learning
1. Positive interdependence
2. Face-to-face intersection
3. Individual accountability
and parental
responsibility
4. Interpersonal and small
group skils
5. Group processing