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What is UbD™?

What is UbD™?
Understanding by Design® (UbD™) is a framework for improving student achievement. Emphasizing the teacher's critical role as a designer of student learning, UbD™ works within the standards-driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning activities. Developed by nationally recognized educators Grant Wiggins and Jay McTighe, and published by the Association for Supervision and Curriculum Development (ASCD), Understanding by Design® is based on the following key ideas: A primary goal of education should be the development and deepening of student understanding. Students reveal their understanding most effectively when they are provided with complex, authentic opportunities to explain, interpret, apply, shift perspective, empathize, and self-assess. In practice, Understanding by Design® offers: The potential of UbD™ for curricular improvement has struck a chord in American education.

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Understanding by Design Understanding by Design, or UbD, is a tool utilized for educational planning focused on "teaching for understanding" advocated by Jay McTighe and Grant Wiggins in their Understanding by Design (1998), published by the Association for Supervision and Curriculum Development.[1][2] The emphasis of UbD is on "backward design", the practice of looking at the outcomes in order to design curriculum units, performance assessments, and classroom instruction.[3] "Understanding by Design" and "UbD" are registered trademarks of the Association for Supervision and Curriculum Development ("ASCD"). According to Wiggins, "The potential of UbD for curricular improvement has struck a chord in American education. Over 250,000 educators own the book. Over 30,000 Handbooks are in use.

A.2 How does this work? - Ed Tech Challenge Question: How do I start? Answer: You've already started! Just keep clicking the green arrow at the bottom of the page. There are six units total- each unit has an introduction video, a few lessons and activities, and concludes with a portfolio submission. You can read more about how your progress in this course is tracked below. Model Curriculum - Curriculum and Instruction Focus of K2 This video of the kindergarten classroom in a Boston Public School provides a look at curriculum and instruction using Focus on K2 (kindergarten), which was created by Boston Public Schools' Early Childhood Department. A grant called Focus on Early Literacy allowed teachers, instructional assistants, principals and specialists in several districts in Massachusetts to participate in professional development and implement one 8-week unit from Boston's Focus on K2 curriculum in the spring of 2015. Coming Soon! 14 English as a Second Language Model Curriculum Units, K-12

Clarifying Transfer & How It Impacts What We Think Students Understand Preface: In collaboration with Grant Wiggins of Understanding by Design and Authentic Education, TeachThought will be bringing you Grant’s industry-leading expertise on understanding, learning frameworks, and curriculum planning. This article originally appeared on Grant’s personal blog. There is some understandable confusion about the goal of transfer. When we say we want students to be able to “transfer” their learning, there are two possible meanings to our aim. Change Magazine - September-October 2010 by Cedar Riener and Daniel Willingham There is no credible evidence that learning styles exist. While we will elaborate on this assertion, it is important to counteract the real harm that may be done by equivocating on the matter. In what follows, we will begin by defining “learning styles”; then we will address the claims made by those who believe that they exist, in the process acknowledging what we consider the valid claims of learning-styles theorists. But in separating the wheat from the pseudoscientific chaff in learning-styles theory, we will make clear that the wheat is contained in other educational approaches as well. A belief in learning styles is not necessary to incorporating useful knowledge about learning into one's teaching.

A New Way to Learn Traditional Computer Based Learning (CBL) methods typically rely on one-way transmission of information. These methods are seen as extensions of classroom learning and thus viewed by children as restrictive. Consequently, results from such CBL initiatives have, at best, been mixed. In Contrast, Hole-in-the-wall Learning Stations seek to create a new paradigm in the learning process by providing unrestricted computer access to groups of children in an open playground setting.

NGSS High School Evidence Statements Printer-friendly version The high school NGSS Evidence Statements are now available for download at the bottom of this page. The evidence statements provide detail on what students should know and be able to do in order to satisfy each performance expectation (PE) at the end of instruction. Language Teaching Methodology This is language teaching methodology as modeled by Richards and Rogers (2001). From a language teaching perspective, Richards and Rogers (2001) identified three principles in explaining the concept of methodology. These are: i. Chia Suan Chong: A trip down the memory lane of methodology Chia Suan Chong: A trip down the memory lane of methodology Submitted by Paul Braddock on 1 September, 2012 - 13:00 Date : 29th November 2012

Real Learning is a Creative Process Those who have studied successful skill mastery describe a common process that is followed, one that requires practice, effort, patience, experimentation and deep concentration. This is as true for basketball, chemistry and guitar playing as it is for cooking, painting, karate, engineering, parenting and brain surgery. Take the example of language learning. All children are born with the natural ability to learn new languages, they have brains that we might compare to language learning “hardware” in a computer. Over time they master the language of those who surround them, what we might compare to software.

14 Brilliant Bloom's Taxonomy Posters For Teachers 14 Brilliant Bloom’s Taxonomy Posters For Teachers by TeachThought Staff Bloom’s Taxonomy is a useful tool for assessment design, but using it only for that function is like using a race car to go to the grocery–a huge waste of potential. In an upcoming post we’re going to look at better use of Bloom’s taxonomy in the classroom, but during research for that post it became interesting how many variations there are of the original work. Shifting From Pedagogy To Heutagogy In Education The Definition Of Heutagogy & Self-Determined Learning by Stewart Hase and Chris Kenyon Ed note: This is part 1 in a series on self-determined learning from Stewart Hase and Chris Kenyon. Stewart’s site, Heutagogy Community of Practice, is a useful resource for reading on Self-Determined Learning. Ed note 2: Hase and Kenyon make distinctions between self-determined and self-directed learning that may be in conflict with our use of the terms (see, for example, our self-directed learning model). In most cases, these are matters of semantics rather than function, but having a common language is critical for communication, and we’ll continue to evaluate the phrases and labels we use in the larger context of the ed community.