CPA - Final

True

T/F The lessons have to hang together and build toward complex performances and products, no matter what the unit is focused on.

True

T/F The logic of backward design suggests that the key elements of any unit design must align.

True

T/F The long-term goal of learning is transfer, not cued response to test questions.

False

T/F The look and logic of the UbD template provides a directive about the chronology and process of design.

False

T/F The module structure does not accommodate varied design and learning styles.

False

T/F The six facets of understanding are 1. Explain 2. Interpret 3. Apply 4. Shift perspective 5. Sympathize 6. Self-assess

False

T/F The standards for education are important to consider in unit design work and are sometimes the purpose of schooling.

True

T/F To "understand" is to apply your knowledge in a successful transfer.

True

T/F To avoid the "twin sins" of unit planning, a teacher should plan minds-on work and prioritize content.

True

T/F To be widely applicable, learning must be guided by generalized principles.

True

T/F Transfer is arguably the long-term aim of all education.

False (a curriculum-planning framework)

T/F UbD is a prescriptive program.

False

T/F UbD is a rigid program when planning curriculum.

True

T/F Test results and observations show that many students are uncritical of their work.

True

T/F Textbooks are typically organized by topic.

True

T/F The best units do not focus on a fact or skill; they focus on how to use related facts or skills to achieve understanding.

False

T/F The best way to approach unit planning is by using what the textbooks provide.

False

T/F The expression "If you don't know where you are going then any road will get you there," is the same as the backwards design.

False

T/F The goal for students must be framed terms of the teacher inputs.

True

T/F The goal of UbD is student understanding.

False

T/F The key to effective educational design is to not think backward from the desired results of successful instruction.

Creating High-Quality Units

1. Clarifying the desired results 2. Determining needed evidence 3. Developing the learning plan

Stages of Backward Design

1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction accordingly

The Essential Knowledge and Skill Goals

1. The knowledge and skill that are core building blocks for later meaning and transfer. 2. Having a plan to assess whether students have the targeted knowledge/skill. 3. The targeted knowledge and skill fit naturally within a unit.

Big Ideas of UbD

1. Understanding 2. Transfer 3. Effective design 4. Teaching for understanding 5. Backward design 6. Design standards

Best Units

1. inquiries 2. challenges 3. issues 4. themes

Focus on Understanding & Application

MC What does effective learning require? A. Exclusive practice B. Focus on understanding & application C. Focus only on understanding D. Focus only on application

C

MC Which one of these is NOT a question of purpose? A. What's the point of the unit? "So what"? B. Why is this unit worth teaching? Why does this content matter? C. How can I make a test over this? Assessment? D. What about this subject is most important? Most interesting?

False

T/F Teachers should focus only on teaching.

Transfer

MC The ability to __ is arguably the long-term aim of all education. A. Transfer B. Memorize C. Study efficiently D. Read

True

T/F Teaching is a means to an end.

True

An understanding is an idea that results from reflecting on and analyzing one's learning.

True

By identifying a specific learning destination first, we are able to see the instructional path most likely to get us there.

True

Knowledge learned at the level of rote memory rarely transfers.

D

MC How are textbooks usually organized? A. Sequentially B. By transfer goals C. Alphabetically D. Topically

8

MC How many key tenets are there? A. 8 B. 6 C. 10 D. 4

Involve Telling Students What Is Not Okay

MC In regards to backward design planning, expectations should NOT... A. Provide clear learning goals B. Frame the work around genuine issues/questions/problems C. Involve telling students what is not okay D. Show models or expected performance

Include the Textbook as the Sole Resource

MC In regards to backwards design planning, the introduction should NOT... A. Have the teacher serving as a facilitator/coach B. Include the textbook as the sole resource C. Include the textbook as a resource among many D. Have the teacher uncover important ideas by exploring essential questions and applications of knowledge and skills

C

MC In the best learning designs, assessments... A. Include mysterious goals and standards B. Have nothing to do with prior knowledge or skill level C. Allow students to demonstrate their understanding through real world application D. Are not relevant

Resource

MC Textbooks should be used as what? A. Resource B. Lesson C. Syllabus D. Learning plan

D

MC The best learning designs... A. Scaffold learning in doable increments B. Follow a strict schedule C. Revisit ideas D. A & C

D

MC The essentials of knowledge and skills are all but which of the following? A. Knowledge and skill are core building blocks for later meaning-making and transfer. B. You plan to assess if students have the targeted knowledge or skill C. The targeted knowledge and skill should naturally fit in the unit D. The unit should require multiple skills to be reached

A

MC Transferring is the ability to... A. Take what you have learned and apply it to other content areas B. Stay where you are in what you've learned C. Forget what you have learned after the assessment is over

C

MC What is the means to important intellectual end; a new insight and ability in the learner which the content has meaning and is useful moving forward? A. Takeaways B. Long term C. Content D. Insight

Essential Questions

MC When coming to an understanding and applying prior learning requires an active process of meaning-making on the part of the learner. A. Transfer B. Meaning C. Understanding D. Essential questions

C

MC Where do teachers design backward from? A. Facts B. Topic C. Understanding sought D. Content

A & B

MC Which TWO questions are from the first set when doing the two-question test? A. Could students do the proposed assessments well but not really have mastered or understood the content in question? B) Could students do poorly on the specific assessments but really have mastery of the content in question? C) Could students do all the designer-proposed activities in Stage 3 but not really be ready to explain meaning or transfer their learning as demanded by assessment in Stage 2? D) Could students fail to do all of the proposed activities in Stage 3 but still be ready to handle tasks in Stage 2 that require higher-order inference and other kind of meaning-making?

C

MC Which is better, using a new unit, or using one you've already used? A. New unit B. Using an old unit C. It depends on the teacher D. None of the above

Passive

MC Which of the following does NOT relate to essential questions? A. Ongoing & guiding queries B. Passive, not active C. Facilitate transfer D. Helps achieve greater focus

B

MC Which of the following does the "ultimate product" consist of? A. An activity-filled lesson B. A well-designed and aligned unit C. An intense lesson with content in mind D. None of the above

A

MC Which of the following is NOT true about the use of textbooks in UbD unit design? A. They lack emphasis on knowledge and skill. B. They base too much on emphasis on knowledge and skill. C. They should be organized by transfer goals but usually are not. D. They are not tailored to the variety of classroom students.

D

MC Which of the following is a desired result of a lesson? A. A real-world transfer B. An important new insight C. A thought-provoking question D. All of the above

All of These

MC Which one of the following is NOT a step in backward design? A. Determine acceptable evidence B. Plan learning experiences and instruction accordingly C. Identify desired results D. All of these are included in backward design

All of the Above

MC The backward design to planning includes... A. Identifying desired results B. Determining acceptable evidence C. Planning learning experiences instruction accordingly D. All of the above

C

MC What is the correct order of the 3 stages of backwards design used in UbD? A. Plan learning experiences and instruction accordingly, determine exceptable evidence, identify desired results. B. Plan learning experiences and instruction accordingly, identify desired results, determine exceptable evidence. C. Identify desired results, determine acceptable evidence, plan learning experiences and instruction accordingly. determine acceptable evidence, identify desired results, plan learning experiences and instruction accordingly.

A

MC Where should you NOT start a unit? A. Key facts and definitions B. An inquiry into complex issues C. Topics with questions that the students will have to revisit

Assess Class Learning

MC Which of the following facets does not indicate understanding? The capacity to A. explain, B. interpret, C. apply, D. shift perspective, E. empathize, or F. assess class learning

D

MC Which of the following is NOT a various template entry point? A. Key test or assessment B. An important activity or lesson C. A real-world transfer D. An extra break/recess

False

T/F A collection of hands-on activities equals coherent, focused, and generalized learning.

False

T/F A coverage of many topics aids in giving students a good, wide knowledge and is an acceptable approach to take in the classroom.

True

T/F A useful teaching technique is sharing examples and non examples with the learners.

True

T/F Although performance is the goal, local assessments usually do not provide a valid measure of student understanding.

True

T/F Assessing for understanding is more difficult than assessing for content acquisition.

False

T/F Assessment should not include evidence.

False

T/F Bloom's taxonomy is centered around the term "understanding" because it is precise.

True

T/F Design standards make it so learners understand by design, not by good luck.

True

T/F Design standards specify the qualities that we strive for in our unit plans.

True

T/F Essential questions facilitate transfer by making us look for patterns.

True

T/F Essential questions point us in the direction of both kinds of understanding.

False

T/F Feedback is not helpful and should not be asked to be given by the students.

True

T/F It is a good idea to use examples and non-examples to learners.

False

T/F It's important to begin a lesson with a narrow standard that focuses on a particular skill or content objective.

True

T/F Knowing that the goal in UbD is student understanding, it would be unwise to focus your unit on a few minor facts or simple subskills out of context.

True

T/F Learning activities should be hands on and accommodate individual's learning styles.

False

T/F Long-term goals are shaped by the awareness of your short-term goals.

False

T/F Mastering a list on content objectives is the long-term result of any unit.

True

T/F Questions are the desired results, not answers.

False (interconnected)

T/F Stage 1 elements should be thought of as independent and isolated, not interconnected.

True

T/F Teachers should design backward from meaningful "takeaways."

False (Long-Term)

T/F UbD is predicted on the idea that short term achievement gains are more likely when teachers teach for understanding of transferable concepts and processes while giving learners multiple opportunities to apply their learning in meaningful (authentic) contexts.

True

T/F UbD reflects the final product in an easy-to-read and use form.

False

T/F UbD stands for understanding big development.

False

T/F Understanding by good fortune is acceptable for the rougher days when planning.

True

T/F Understanding is something different from mere "knowing."

True

T/F We expect students who have an understanding to know the facts and skills they need to use and when.

False

T/F We should use "I want" statements to describe what we want the students to know after the results of the unit.

False

T/F What you teach does not affect how you design.

False

T/F When content mastery is treated as the means instead of the end, students learn more in the short term, leading them to be more engaged in their work.

False

T/F When creating your unit, it should look clean and well-organized.

True

T/F When designing lessons, you will be more useful if you understand what kind of designer you are and your tendencies.

False

T/F When making a lesson, we should set short-term goals.

True

T/F When stating the desired result, you should not just restate the content that will be taught.

True

T/F When teachers treat content mastery as the means, not the end, students learn more in the long term and can become more engaged in their work.

False

T/F Where you start is the most important part of unit planning.

False

T/F Teachers should start with content as they are planning.

True

T/F The two sins of planning are activity-oriented teaching and content coverage.

Procedural Knowledge

basic know-how or skills

Declarative Knowledge

factual information - ex. vocabulary

6

there are __ facets of understanding