3. 3

4. Teachers who are
ready maximize
student learning and
minimize student
misbehavior.
4

5.  Students are deeply involved with their work
 Students know what is expected of them and
are generally successful
 There is relatively little wasted
time, confusion, or disruption
 The climate of the classroom is work-
oriented, but relaxed and pleasant.
5

6.  A task oriented environment
 Is ready and waiting for students
6

8. 8

9. 9

10. 10

11. 11

12. 12

13. PUNISHMENT
VS.
DISCIPLINE
13

14. 14

15. The number one problem in
the classroom is not
discipline; it is the lack of
procedures and routines.
15

16. A smooth-running class is
the responsibility of the
teacher, and it is the result
of the teacher’s ability to
teach procedures.
16

17.  What to do when the bell rings
 What to do when the pencil breaks
 What to do when you hear an emergency alert
signal
 What to do when you finish your work early
 What to do when you have a question
 What to do when you need to go to the
restroom
 How to enter the classroom
 Where to put completed work
17

18.  Ifyou want it…teach it. If you
expect to maintain it, encourage it,
acknowledge it, and reinforce it.
 source unknown
18

19. “Always say what you mean,
and mean what you say…but
don’t say it in a mean way.”
 Nicholas Long
19

20. Routine What do you What is the signal?
expect?
1.
2.
3.

21. Routine Desired Signal
Behavior
Entering Class Walk in, sit Instruction on
down, start work board

22. 22

23. Training of Trainers for the Mass
Training of Second Year Teachers
on the 2010 Secondary Education
Curriculum (SEC)
April 5-8 ,2011 , Manila Hotel ,City of
Manila

24. When students are
learning poorly, we
cannot expect them to be
ready for further learning,
or for work.

27.  Thegeneral tendency among teachers to
teach for facts, rather than for thinking
Results of national and international
assessments confirm our students’ poor
conceptual understanding. Teaching has
been too focused on covering the ground.

28.  Teaching practices that prevent our
children from thinking
Teachers need to teach for
understanding, and do it by design.

29.  Learning as meaning-making
 Learning as integrative
 Authentic assessment

30. identify desired results;
determine acceptable evidence;
plan learning experiences and
instruction.
Source: Wiggins, G. and Kline, E. (2010). Understanding by Design (handout)

31. Essential
Questions
Content/ Essential
Objectives
Performance (knowledge/skills) Understandings
Standards
Results/Outcomes
Assessment
Products/ Criteria/
Performances Tools
Assessment
Resources/
Learning
Learning Plan Materials
Activities

32. Concept

33. UbD Facet Facet Description
Facet 1: Explanation Sophisticated explanations and theories
Facet 2: Interpretation Interpretations, narratives, and translations
Facet 3: Application Use knowledge in new situations and contexts
Facet 4: Perspective Critical and insightful points of view
Facet 5: Empathy Ability to get inside another person's feelings
Facet 6: Self-knowledge To know one's ignorance, prejudice, and
understanding
Transition Services Preparation & Training Mach 2005

34. Our curriculum goal
Assessing our learners’ progress
Planning teaching and learning for
understanding

35. Content What students should
Standards know, understand
and be able to do
Learning
Standards
EU Performance What students should
Standards create/add value to/
transfer

36. Content
Standards
Level Learning
of Standards
Understanding
EU Performance
Standards
Assessment
Level
of
Performance

37.  Assess student’s readiness for learning for
understanding.
 Provide developmentally appropriate
interventions to bridge learning gaps.
 Check for understanding; monitor progress.
Remediate, if necessary.
 Evaluate performance (transfer skills).

38. Implementing UBD-based Learning
Plans