Understanding+by+Design

1st CHAPTER
===**1-** Converse to traditional teaching planning, Backward design tries to fill the gap in the response to such questions: why? and so what? what results are going to be observed? are these outputs meet the needs of students?Before organizing the lesson ,teacher,without any limitation, decides what students will be able to do and how they internalize it. === ===**2-** Identifying desired results at the very beginning,Determining acceptable evidences, Planning learning experiences and instruction. === ===**3-**The two typical instructions of traditional design which do not really give a logical response to questions "why? and what will be achieved after the lesson finished? are hands-on without being minds-on and unflexible covers to the lesson which means being sticked to the book page by page.The reason why this traditional design is deficient can be explained by its being obscure about the desired results. We prepare and work hard on activitires and do activities in class, we plan our time for one hour lesson, but we really do not specify what is the aim at the end coming up. ===

**Reflection/discussion Questions**
=== The textbook goes beyond traditional design and tries to find out what really works in education. In the description of backward design this attempt can easily be seen. The expression in the book: "We,teachers, cannot say how to teach for understanding or whichmaterial and activities to use until we are quite clear about which specific understandings we are after and what such understandings look like in practice" So, UbD describes the two designs objectively and then supports backward design according to the idea: we need to know what we want the end result to be before we plan. === ===The first two stages of backward design shows us this design style is much more student(learner)-centered. Let's remember these two stages: a)defining desired results which is going to be organized in order to meet needs of students, b) determining acceptable evidence which is also about trying to understand the product of students. ===

UNDERSTANDING
=== To understanding something as a specific instance of a more general case, Which is what understanding a more fundamental structure means is to have learned not only a specific thing but also a model for understanding other thing like it that one encounter. === === The evidence of understanding: You have to” dig” below the” surface” to “uncover” un obvious ”core” insights. ===

=== Learning a new language is so complex and needs to hard work .If you are teaching a foreign language it is more complex and more difficult than learning, that’s why, foreign language teachers === === should focus on the understanding the language who teach .At this point, standards are helping to the teacher which show them how they can teach effectively and powerful, it lights the teaching way ===

 for teacher. Standards have got the key words which are 5 C’s it is perfect way to explain all we learned.
=== I think, teaching grammar is not important as understanding of a foreign language. When you design the lesson plan a teacher should follow some big ideas like the book said. === === A teacher can put the grammar subject as a core but he is not covered the entire lesson with this. He sets up the lesson accordingly the core subject and when he is teaching ===

 the subject he already thought the core at the same time.
===<span style="color: black; font-family: Georgia,serif; font-size: 90%;"> When we are making the lesson plans we need to think like students in order to help them grasp big ideas and truly understand the content. === ===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">Every detail should be considered and should motive student and make them learn the target language. For example, our subject is food and we can bring some === ===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">food in the class. So, students will see the food may be they can touch or taste it. This will motivate them to learn these subjects same issue for clothes. ===

<span style="color: black; font-family: Georgia,serif; font-size: 90%;">4th CHAPTER
===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">**There are many different ways of understanding, overlapping but not reducible to one another and, correspondingly, many different ways of teaching to understand** === > ===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">**These facets are different but related, in the same way that different criteria are used in judging the quality of a performance. For example, "good essay writing" is composed of persuasive, organized, and clear prose. All three criteria need to be met, yet each is different from and somewhat independent of the other two. The writing might be clear but unpersuasive; it might be well organized but unclear and somewhat persuasive.** === > ===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">**Similarly, a student may have a thorough and sophisticated explanation but not be able to apply it, or see things from a critical distance but lack empathy. The facets reflect the different connotations of understanding we considered in the previous chapter, yet a complete and mature understanding ideally involves the full development of all six kinds of understanding.** === > ===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">**Empathy is affect, synonymous with sympathy or heartfelt rapport.** === > ===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">**Misconception 2: Empathy requires agreement with the point of view in question.** === > ===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">**Empathy is not sympathy. It is a disciplined effort to understand what is different, not a question of feeling what other people feel. Similarly, just because we work to understand what is different doesn't mean we agree with it. Rather, we come to understand it as plausible or meaningful.** ===
 * ===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">**Have perspective: see and hear points of view through critical eyes and ears; see the big picture.** ===
 * ===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">**Can empathize: find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience.** ===

===<span style="color: black; font-family: Georgia,serif; font-size: 90%;"> === ===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">**To develop fluency and flexibility in perspective taking—if understanding is to blossom—a student needs to have a clear performance goal and to keep that goal in constant view as different points of view emerge. The case method in law and the problem-based learning method in medicine exemplify this point.** === ===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">**Therefore, students learn they are not "done" with a project or lesson simply because they worked hard, followed directions, and turned in a piece of work from a single point of view—their own. Instruction and performance standards must require students to see things from the perspective of the ultimate standards, the various players, and the primary audience—not their own intentions—as they doggedly try to solve a particular problem.** === ===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">**A more subtle and sophisticated perspective involves grasping the points of view behind teacher and textbook pronouncements. What is the point of view of the authors of the U.S. history and physics textbooks concerning what is true, verified, and important? Do other authors share those views? Do different experts, teachers, and authors establish different priorities? If so, with what justification and advantages or disadvantages? That this line of questioning seems too esoteric shows how far we are from giving students needed perspective.** ===

===<span style="color: black; font-family: Georgia,serif; font-size: 90%;"> ===

===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">**Understanding is always a matter of degree, typically furthered by questions and lines of inquiry that arise from reflection, discussion, and use of ideas—including our attempts to understand understanding. Our explanation of each facet involves three different takes on the concept:** ===
 * ===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">**Introduce each facet with a brief definition, followed by an apt quote and questions that might be typical of someone wishing to understand.** ===
 * ===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">**Offer two examples for each facet, one from daily public life and one from the classroom, as well as an example of what a lack of understanding looks like.** ===
 * ===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">**Provide an analysis of each facet, offering a brief look at the instructional and assessment implications to be explored later in this book.** ===

<span style="color: black; font-family: Georgia,serif; font-size: 90%;">Doorways to Understanding
===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">When we are asking questions we need to go beyond questions answerable by unit facts to questions that burst thorogh the boundaries of the topic. Questions when properly used, thus send all the right signals about understanding as a goal. === ===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">The best questions point to and highlight the big ideas. The best questions serve not only to promote understanding of the content of a unit on a particular topic, they aslo spark connections and promote transfer of ideas from one setting to others. ===

===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">Many yes/no, either/or, who/what/when questions offer the potential to spark impressive curiosity, thought, and reflection in students, depending upon how they are posed and the nature of the follow-ups. === ===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">Essential questions can be framed around four categories of big ideas for effective learning: -key concepts, -purpose and value, -strategy and tactics, -contex of use. ===

<span style="color: black; font-family: Georgia,serif; font-size: 90%;">Topical questions are more specific essential questions.(How does food turn into energy?)
===<span style="color: black; font-family: Georgia,serif; font-size: 90%;">Overeraching qusertions are for framing courses and programs of study around the truly big ideas.(How do our various body systems interact?) ===