BOOK+UNDERSTANDING+BY+DESIGN+(Summary)

CHAPTER 1 ** 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 un flexible covers to the lesson which means being stick 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 activities 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. **

** 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. **

**3- 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.** ** 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 ** ** 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. ** ** Key word is set up the environment with correct teaching environment both motivates and engages the students. **
 * 1- 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. **
 * 2- 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. **


 * CHAPTER2 **

> 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” unobvious ”core” insights. > We look for specifically in student performance, ASSESSMENT is a evidence. > We need to design assessment mindful. We identify the enduring understandings, > Based on the transferable big ideas that give the content meaning and correct the facts and skills. > 2- 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. > 4- 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. > 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 > 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. > Key word is set up the environment with correct teaching environment both motivates and engages the students. <span style="font-family: Tahoma,Geneva,sans-serif;">** 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="font-family: Tahoma,Geneva,sans-serif;">** 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="font-family: Tahoma,Geneva,sans-serif;">** Empathy is affect, synonymous with sympathy or heartfelt rapport. ** <span style="font-family: Tahoma,Geneva,sans-serif;">** Misconception 2: Empathy requires agreement with the point of view in question. ** <span style="font-family: Tahoma,Geneva,sans-serif;">** 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="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**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="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">**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="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">**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="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">**3) Think about the target language you teach. In what situations would you expect students to show misunderstandings in some of the six facets that would lead to less than effective communication?** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">** 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="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**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="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**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="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**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: #000000; font-family: 'Times New Roman','serif'; font-size: 18.6667px;">UNDERSTANDING
 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 17.3333px;">CHAPTER 3
 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 17.3333px;">1- 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.
 * 1) <span style="font-family: Tahoma,Geneva,sans-serif;">** CHAPTER 4 **
 * 2) <span style="font-family: Tahoma,Geneva,sans-serif;">** 1)Think about the six facets of understanding that you have learned about in Chapter 4. How do you understand the difference between perspective and empathy? What are similarities and differences between these two types of understanding? **
 * 3) <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif;">** There are many different ways of understanding, overlapping but not reducible to one another and, correspondingly, many different ways of teaching to understand **
 * 4) <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif;">** Have perspective: see and hear points of view through critical eyes and ears; see the big picture. **
 * 5) <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif;">** 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: #000000; font-family: Tahoma,Geneva,sans-serif;">** 2) Going back to the big ideas that you uncovered about the theme you chose in Question 3 from Chapter 3 (Food, Clothing or Environment), try and think how these six facets of understanding would manifest themselves in relation to those big ideas. What would you expect your students to be able to do if they had complete understanding of these ideas? How would you test for each of these facets? What activities would you use to bring about these understandings? ** ==

<span style="font-family: Tahoma,Geneva,sans-serif;">** CHAPTER 5 **
<span style="font-family: Tahoma,Geneva,sans-serif;">** When we are asking questions we need to go beyond questions answerable by unit facts to questions that burst thorough the boundaries of the topic. Questions when properly used, thus send all the right signals about understanding as a goal. **
 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">Doorways to Understanding

<span style="font-family: Tahoma,Geneva,sans-serif;">** 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 also spark connections and promote transfer of ideas from one setting to others. **

<span style="font-family: Tahoma,Geneva,sans-serif;">** Questions essential encourage should transfer beyond the particular topic. **

<span style="font-family: Tahoma,Geneva,sans-serif;">** Four connotations **

<span style="font-family: Tahoma,Geneva,sans-serif;">** 1- Important questions that recur throughout all our lives. **

<span style="font-family: Tahoma,Geneva,sans-serif;">** 2- Core ideas and inquiries within a discipline. **

<span style="font-family: Tahoma,Geneva,sans-serif;">** 3- Essential refers to what is needed for learning core content. **

<span style="font-family: Tahoma,Geneva,sans-serif;">** 4- Essential refers to questions that will most engage specific and diverse set of learners. **

<span style="font-family: Tahoma,Geneva,sans-serif;">** 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="font-family: Tahoma,Geneva,sans-serif;">** Essential questions can be framed around four categories of big ideas for effective learning: -key concepts, -purpose and value, -strategy and tactics, -context of use. **

<span style="font-family: Tahoma,Geneva,sans-serif;">** Topical questions are more specific essential questions.(How does food turn into energy?) **

<span style="font-family: Tahoma,Geneva,sans-serif;">** Overreaching questions are for framing courses and programs of study around the truly big ideas.(How do our various body systems interact?) **

<span style="font-family: Tahoma,Geneva,sans-serif;">** The best essential questions have a surprising benefit beyond their ability to provide greater insight and perspective. ** <span style="font-family: Tahoma,Geneva,sans-serif;">//** CHAPTER 6 **// <span style="font-family: Tahoma,Geneva,sans-serif;">//** 1-Some standards are present as list of discrete objectives, while others are stated broadly. **// <span style="font-family: Tahoma,Geneva,sans-serif;">//** 2-Overarching understanding: Respect the elderly people **// <span style="font-family: Tahoma,Geneva,sans-serif;">//** Topical understanding: kissing hands and not calling with their names show your respect to the elderly people in Turkish culture. **// <span style="font-family: Tahoma,Geneva,sans-serif;">//** 3-You should call the elderly people aunt or uncle otherwise they do not answer you or they warn you not if you call them with their names. **//

=CHAPTER 7=

Thinking like an assessor:
The assessor's questions: 1-What evidence can show that students have achieved the desired results? 2-What assesment tasks and other evidence will anchor our curricularunits and thus guide our instructions? 3-What should we look for,to determine the extend of student understanding? Think like assessor not like teacher! This assessments includes ,checks of understanding:traditional tests,quizzes,open ended prompts:performance task and projects. =CHAPTER 8= Criteria and Validity Clear and appropriate criteria specify what we should look at to determine the degree of understanding and serve us in making a judment-based process consistent and fair. How ,then,do we come up with appropriate criteria and how do we make them clear to learners? Validity refers to the meaning we can and can not properly make of specific evidence,including traditional test-related evidence.Validity concerns the meaning of evidence,what we ask students to do and how we assess the resulting work.

CHAPTER 9
Planning for learning I hear,I forget. I see ,Iremember. I do,I UNDERSTAND. -Clear performance goals,based on a genuine and explicit challenge. -Focus on interesting and important ideas,questions,issues,problems. -Clear models and modeling. -Time set aside for focused reflection. -Safe environment for taking risk. Where to elements in instructional planning should be very helpful.

CHAPTER 10
Teaching for Understanding Many educators believe direct instructions or lecturing is bad and"discovery learning"is good.Backward design dictates the answers based on the logic of our aims:what teaching approaches make the mos t sense given the learning goals,the assessments,and the experiences necessary to make the big ideas real. All readings,discussions,lectures and research would be focused around answering the question as if the students journalists,historians and museum curators,representing different cultural perspectives.The course would culminate in written,oral,and visual products,and interactive performances.The text book is just as needed ,for resources,summaries.

CHAPTER 11
The design process: Keeping clear goals and core performances sharply in focus heightens our attentiveness to purposeful,teachable moments.

CHAPTER 12
The big picture:UbD as curriculum Framework: