Acronimos - UBD, PBL and SDG
1- UBD: UNDERSTANDING BY DESIGN
Also known as backward design, this is a process that begins with the end in mind. Instead of starting your planning with the activities, you start with what your students will be able to do by the end (and why that's important).
Stage 1—Identify Desired Results
Key Questions: What should students
know, understand, and be able to do?
What is the ultimate transfer we seek as a
result of this unit? What enduring understandings are desired? What essential
questions will be explored in-depth and
provide focus to all learning?
Stage 2—Determine
Assessment Evidence
Key Questions: How will we know if students have achieved the desired results?
What will we accept as evidence of student understanding and their ability to use
(transfer) their learning in new situations?
How will we evaluate student performance
in fair and consistent ways?
Stage 3—Plan Learning
Experiences and Instruction
Key Questions: How will we support learners as they come to understand important
ideas and processes? How will we prepare
them to autonomously transfer their learning? What enabling knowledge and skills
will students need to perform effectively
and achieve desired results? What activities, sequence, and resources are best
suited to accomplish our goals?
2- PBL: PROJECT-BASED LEARNING
For some reason, the definition of project-based learning has become very complicated. We'll try to keep it simple:
Choose an idea that matters.
Stick with it over time.
Do something real with your learning.
A project is not the thing that students do the last week of a unit to make it "fun" (make a scale model of the Alamo, turn your essay into a power point presentation for the class, make a comic book about fractions, etc). A project is the learning experience itself, not an add-on.
3 - SUSTAINABLE DEVELOPMENT GOALS
THE SDGS CAN TAKE ON A VARIETY OF FORMS IN YOUR CLASSROOM:
One-day investigation into a single issue (especially around an event like Earth Day or World Water Day).
Supplemental resources to build relevance around academic topics.
Sustained project-based unit.
Service learning project done outside of the classroom.
Weekly current events discussion.
