What is Understanding by Design? Author Jay McTighe explains.

00:07:04
https://www.youtube.com/watch?v=d8F1SnWaIfE

摘要

TLDRJay McTighe præsenterer Understanding by Design (UBD), en ramme for curriculumplanlægning, der fokuserer på at undervise for forståelse og overførsel. Han forklarer to centrale ideer: undervisning og vurdering for forståelse samt brugen af 'backward design', hvor undervisningen planlægges med fokus på de ønskede læringsresultater. Dette betyder, at lærere bør prioritere de vigtigste begreber og processer, hvilket i sidste ende hjælper dem med at vurdere elevernes forståelse gennem anvendelse af deres viden i nye situationer. McTighe opfordrer lærere til at starte med små skridt og opfordrer skoleledere til at skabe en kultur omkring UBD over tid.

心得

  • 📚 UBD fokuserer på forståelse og overførsel.
  • 🎯 Backward design prioriterer læringsmål.
  • 📝 Vurdering skal inkludere forståelse, ikke kun facts.
  • 🌱 Start småt for at undgå overvældelse.
  • 🤝 Samarbejd med kolleger for bedre resultater.
  • 🚀 Vælg enhed, du tidligere har haft succes med.
  • 💡 Skoleledere skal involvere lærere gradvist.
  • ⚠️ Mandater aldrig UBD uden korrekt support.
  • 📅 Tænk langsigtet for forankring af UBD i skolen.
  • 📖 Prioriter de vigtigste begreber i undervisningen.

时间轴

  • 00:00:00 - 00:07:04

    Jay McTighe introducerer Understanding by Design (UbD), et framework til curriculum planlægning, vurdering og undervisning med fokus på forståelse og overførsel af viden. Han fremhæver vigtigheden af at undervise og vurdere for forståelse, hvilket kræver en prioritering af de mest værdifulde koncepter og processer, der skal forstås. UbD understreger konceptet med 'backward design', hvor man planlægger ud fra de ønskede resultater af forståelse og overførsel, snarere end blot at dække en læseplan. McTighe påpeger, at backward design ikke er nyt og kan også ses i andre livsplanlægninger, men det kræver et skift i tankegang i undervisningen. Han afslutter med at beskrive, hvordan undervisere kan implementere UbD i små trin for ikke at blive overvældet, samt hvordan skoleledere kan introducere det i deres institutioner.

思维导图

视频问答

  • What is Understanding by Design?

    Understanding by Design (UBD) is a framework for curriculum planning that focuses on teaching for understanding and transfer.

  • What are the key ideas of UBD?

    The key ideas include teaching and assessing for understanding and transfer, and a backward design approach.

  • What is backward design?

    Backward design involves planning educational activities by starting with the end goal of understanding and transfer, rather than simply covering content.

  • How can teachers start using UBD?

    Teachers are advised to think big, start small, and look for early wins in their curriculum planning using UBD.

  • What advice does McTighe give to school leaders?

    School leaders should think big for long-term goals, start small with a volunteer group, and avoid mandating UBD for everyone without adequate support.

查看更多视频摘要

即时访问由人工智能支持的免费 YouTube 视频摘要！
字幕
en
自动滚动:
  • 00:00:00
    [MUSIC PLAYING]
  • 00:00:09
  • 00:00:10
    JAY MCTIGHE: Hi, I'm Jay McTighe I'm an education
  • 00:00:13
    author and consultant.
  • 00:00:15
    And my main work is around Understanding
  • 00:00:18
    by Design, which is a framework for curriculum planning,
  • 00:00:21
    for assessment design, and ultimately, for teaching,
  • 00:00:25
    with a goal of teaching for understanding and transfer.
  • 00:00:28
    [MUSIC PLAYING]
  • 00:00:32
  • 00:00:33
    The key ideas in Understanding by Design
  • 00:00:35
    are contained in its title, and thereto.
  • 00:00:39
    Number one, we propose that we teach and assess
  • 00:00:44
    for understanding and transfer.
  • 00:00:47
    And some people say, well, of course,
  • 00:00:49
    doesn't every teacher want their students
  • 00:00:51
    to understand what they teach?
  • 00:00:53
    Well, perhaps, but the devil's in the details.
  • 00:00:56
    To say we're committed to teaching for understanding
  • 00:00:58
    raises an immediate question--
  • 00:01:00
    what's worth understanding in all of the content
  • 00:01:03
    that we could teach?
  • 00:01:05
    And this is a challenge for teachers
  • 00:01:06
    because every subject area has so much content.
  • 00:01:10
    And there are also some things we
  • 00:01:11
    value in school that transcend subject or discipline
  • 00:01:14
    areas, like critical thinking, creativity,
  • 00:01:17
    the ability to work with others.
  • 00:01:20
    So the challenge of so much that we could teach
  • 00:01:24
    is addressed in part by saying but what's
  • 00:01:26
    most worth understanding.
  • 00:01:29
    And we propose, in a straightforward way,
  • 00:01:31
    that what we want students to understand
  • 00:01:33
    are the larger transferable concepts
  • 00:01:36
    and processes within and across subjects.
  • 00:01:40
    If we're clear about those big ideas
  • 00:01:42
    that we want students to understand,
  • 00:01:45
    it gives us a way prioritizing our teaching
  • 00:01:47
    and focusing our curriculum.
  • 00:01:49
    It also implies that we're going to assess for understanding.
  • 00:01:53
    Meaning, just because a student knows things
  • 00:01:56
    doesn't mean they understand it.
  • 00:01:58
    So it suggests that our assessments
  • 00:02:00
    include not just tests of facts or basic skills,
  • 00:02:03
    but assessments that have students
  • 00:02:05
    to show their understanding through transfer.
  • 00:02:08
    Can you use what you've learned in a new situation?
  • 00:02:11
    Can you explain it in your own words?
  • 00:02:13
    Can you teach it to someone else?
  • 00:02:16
    So the first part of UBD is teaching and assessing
  • 00:02:21
    for understanding, ultimately, with the goal of having
  • 00:02:23
    kids transfer their learning.
  • 00:02:26
    And our curriculum planning is done accordingly.
  • 00:02:31
    The second big idea in Understanding by Design
  • 00:02:34
    is by design.
  • 00:02:35
    And we refer to a process that we call it, quote,
  • 00:02:38
    backward design, where we're planning backward from the end.
  • 00:02:42
    And the end is understanding and transfer.
  • 00:02:45
    Not covering content, not marching through textbooks,
  • 00:02:49
    not doing fun activities only.
  • 00:02:52
    We're teaching and assessing for understanding and transfer,
  • 00:02:55
    and we plan backward for that.
  • 00:02:57
    The idea of backward design or backward planning
  • 00:03:00
    is certainly not new.
  • 00:03:01
    We do it when we plan a vacation,
  • 00:03:04
    we do it when we design a house.
  • 00:03:08
    But in teaching, it's sometimes the case
  • 00:03:11
    that teachers tend to get, perhaps,
  • 00:03:13
    somewhat narrowly focused on all the material
  • 00:03:16
    they have to cover or marching through a textbook,
  • 00:03:20
    and that's not backward design.
  • 00:03:22
    It's just covering things.
  • 00:03:24
    So backward design is a way of thinking, a way of planning,
  • 00:03:29
    and in UBD we have a planning template that guides teachers
  • 00:03:33
    in this process.
  • 00:03:35
    Those are the two big ideas of Understanding by Design.
  • 00:03:39
    [MUSIC PLAYING]
  • 00:03:45
  • 00:03:46
    People who've been introduced to Understanding by Design
  • 00:03:49
    and want to extend it further, there
  • 00:03:53
    are a few pieces of advice I'd offer.
  • 00:03:55
    I'm going to start with teachers.
  • 00:03:57
    Understanding by Design is, I believe, a rich and effective
  • 00:04:01
    planning framework for planning from curriculum
  • 00:04:05
    standards or national curriculum or achievement outcomes.
  • 00:04:10
    But it's not a simple planning framework.
  • 00:04:12
    And when people get into it, they
  • 00:04:14
    realized it's not easy necessarily.
  • 00:04:18
    So my advice, accordingly, is for teachers
  • 00:04:21
    to think big, start small, and go for an early win.
  • 00:04:26
    And by that, I mean, think big.
  • 00:04:29
    If you like the Understanding by Design framework,
  • 00:04:31
    think about maybe two or three years
  • 00:04:33
    from now that you want most of your teaching planned
  • 00:04:37
    in this way.
  • 00:04:38
    But start small.
  • 00:04:39
    This is hard to do.
  • 00:04:40
    It's hard to do well, and so don't kill yourself.
  • 00:04:45
    Start with maybe one or two units a year.
  • 00:04:48
    If possible, work with a colleague or a team.
  • 00:04:51
    Try your unit out, revise it based on how it works
  • 00:04:55
    and what didn't work, and you will find that in so doing,
  • 00:05:00
    you'll better understand the process.
  • 00:05:03
    The next unit you develop will be easier,
  • 00:05:06
    and over time, it will become a way of thinking.
  • 00:05:09
    The go for the early part win part of my advice
  • 00:05:11
    is to suggest that as a teacher, don't pick your toughest unit
  • 00:05:15
    or a brand one you've never taught
  • 00:05:17
    or one you really don't like.
  • 00:05:18
    Pick your favorite, pick a unit that has really
  • 00:05:20
    worked for you of the past, use Understanding by Design
  • 00:05:23
    to embellish and enhance it.
  • 00:05:25
    That's an early win, and it's easier
  • 00:05:27
    to build from that than trying to do too much too soon
  • 00:05:30
    and just overwhelming yourself.
  • 00:05:33
    Now for school leaders, the same maxim applies--
  • 00:05:36
    think big.
  • 00:05:38
    If you think the Understanding by Design framework
  • 00:05:40
    is important and useful, think about how two, three, four
  • 00:05:44
    years from now you'd like to see it
  • 00:05:45
    as the lingua franca in your school, the framework
  • 00:05:48
    that everyone knows and works with.
  • 00:05:50
    But that's a long term goal.
  • 00:05:53
    Start small.
  • 00:05:54
    So invite a small group of teachers
  • 00:05:57
    to try their hand at planning a UBD unit.
  • 00:06:00
    Let them do it in a team if at all possible.
  • 00:06:03
    Maybe you even get a substitute or release day for them
  • 00:06:07
    to work on it and let them try it out.
  • 00:06:11
    Having a small number of teachers
  • 00:06:13
    try out UBD and get comfortable with it and see its value,
  • 00:06:17
    will then help you sell it to larger groups.
  • 00:06:21
    So think big with a long term goal for your school,
  • 00:06:25
    start small.
  • 00:06:26
    Start with volunteers or a small group, and go for an early win.
  • 00:06:30
    Invite the people who you think will like this, who resonate
  • 00:06:34
    with this kind of teaching and planning,
  • 00:06:36
    and who are open and interested in trying new things.
  • 00:06:39
    One of the best ways of killing UBD at the school level
  • 00:06:42
    is for a school leader to mandate it for everyone
  • 00:06:46
    without proper training, support, or rationale
  • 00:06:49
    of why we're doing this.
  • 00:06:51
    Think big, start small, involve a volunteer group of teachers,
  • 00:06:56
    and build from there.
  • 00:06:57
    [MUSIC PLAYING]
标签
  • Understanding by Design
  • curriculum planning
  • backward design
  • teaching strategies
  • assessment
  • educational framework
  • Jay McTighe
  • teacher advice
  • school leadership
  • learning transfer