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Unit Iii Understanding by Design (Ubd), A Curriculum Model

This document discusses the Understanding by Design (UbD) curriculum model and its three stages: 1) setting targets and goals, 2) determining evidence of understanding, and 3) planning instruction. It also covers principles of selecting instructional materials, such as using a variety of tools and preparing materials before class. Finally, it outlines guiding principles for assessing learning, including using formative assessment, considering learning styles, and communicating results to parents. Assessment should occur before, during, and after instruction using authentic tools like performances, practical tests, and portfolios.

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Mylene Villar
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153 views15 pages

Unit Iii Understanding by Design (Ubd), A Curriculum Model

This document discusses the Understanding by Design (UbD) curriculum model and its three stages: 1) setting targets and goals, 2) determining evidence of understanding, and 3) planning instruction. It also covers principles of selecting instructional materials, such as using a variety of tools and preparing materials before class. Finally, it outlines guiding principles for assessing learning, including using formative assessment, considering learning styles, and communicating results to parents. Assessment should occur before, during, and after instruction using authentic tools like performances, practical tests, and portfolios.

Uploaded by

Mylene Villar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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UNIT III

Chapter 5
Understanding by
Design(UbD),
A Curriculum Model
UNDERSTANDING BY
DESIGN
-is an educational
planning approach
THE
3 ELEMENTS/STAGES
OF Ubd
STAGE 1: SET TARGETS
1. Intended results/Desired
outcomes.
-Content Standards.
-Performance Standards.
2. Essential Understanding.
3. Essential Question.
4. Curriculum Objectives.
STAGE 2: DETERMINE EVIDENCE OF
UNDERSTANDING
6 FACETS OF UNDERSTANDING
1. EXPLAIN
2. INTERPRET
3. APPLY
4. SEE FROM VARIOUS PERSPECTIVE
5. EMPATHIZE
6. REFLECT SELF-KNOWLEDGE
STAGE 3: PLAN INSTRUCTION
This stage follows the
following steps:
• Explore
• Firm up
• Deepen
• Apply/Transfer
UNIT III
CHAPTER 6
SELECTION AND USE
OF INSTRUCTIONAL
MATERIALS
PRINCIPLES
1. All instructional materials are aids
to instruction. They do not replace
the teacher.
2. Choose the instructional material
that best suits your instructional
objective.
3. If possible, use a variety of tools.
4. Check out your instructional
material before class starts to be
sure it is working properly.
5. For results, abide by the general
utilization guide on the use of media
given below:
• Learn how to use the instructional
material.
• Prepare introductory remarks,
questions or initial comments you
may need.
• Provide a conducive environment.
• Explain the objectives of the
lessons.
• Stress what is to be watched or
listened to carefully.
• There is a need to summarize or
review the experience.
UNIT III
CHAPTER 7
ASSESSMENT OF
LEARNING
GUIDING PRINCIPLE IN THE ASSESSMENT OF
LEARNING
1. Assessment of learning is an integral
part of the teaching – learning
process.
2. Assessment tool should match
performance objective.
3. The results of assessment must be fed
back to the learners.
4. In assessing learning, teachers must
considers learners’ learning style and
multiple intelligences and so must come
up with a variety of ways of assessing
learning.
5 To contribute to the building of the
culture of success in the school, it is
pedagogically sound that in our
assessment technique we give some positive
feedback along with no-so-good ones.
6. Emphasize on self-assessment.
7. If we believe that our task as teachers
is to teach all pupils/students, and that it
is possible that all students, even those
from limited backgrounds, will have
access to opportunities and therefore can
achieve, then the bell curve mentality
must be abandoned.
8. Assessment of learning should never
be used as punishment or as a
disciplinary measure.
9. Results of learning assessment must
be communicated regularly and
clearly to parents.
10. Emphasize on real world
application that favors realistic
performances over out-of-context
drill items.
11. To ensure learning, do formative
assessment.
12.To ensure reliability of assessment
results, make of multiple sources.
ASSESSMENT IN THE DIFFERENT PHASES
OF INSTRUCTION
• PRIOR TO INSTRUCTION
• DURING INSTRUCTION
• AFTER INSTRUCTION
APPROPRIATE ASSESSMENT TOOLS
 AUTHENTIC TOOLS OF ASSESSMENT
Performance test
practical test
portfolio assessment
THANK YOU

PREPARED BY:
CHERRY LOU LOFRANCO

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