I remember a time when I was the youngest instructor at a community college. I had a hard time establishing control over my classroom. Students would take me lightly and would expect me to be lenient in marking attendance to grading papers.
What do these students want?
This single question made me look deeper into each student. I knew they were taking the College Orientation course with me to fulfill the mandatory credit requirements for their respective programs. They all belonged to various majors – from Computer Science to Theater Studies. They were aged between 18 and 22.
And above all, they were in my class to have fun (read: make mischief and break rules). It was my very first semester. I felt like being plunged into cold waters. I could either sink or swim!
The next question that bugged me between classes was:
Do they really understand what I teach?
That was a tough question. All I could see were distracted faces with either polite smiles, students engaged in texting or bored stares. Not the look I wanted to see in my class! I wanted acknowledgement. I wanted to see engagement. And I wanted students to be motivated to learn what I taught.
The course focused on the topic called Team Work. Working in teams, collaborating, leading, managing conflicts and developing trust. Working towards a common goal and giving their best. The course would serve them for their upcoming college courses, where they would work in projects. But that batch was just not in the mood! I knew my teaching style had to blame. Something was not right.
In this article, I will discuss the Stage 2 of UbD: Determine Acceptable Evidence. I will demonstrate how the 6 facets of understanding can help us create learning evidences.
Understanding the Human Understanding Process
In my efforts to try to understand the word “understand” from the human cognitive perspective, I came across the Understanding by Design (UbD) (McTighe and Wiggens) concept. My answers were right there! The authors explained “understanding” as a concept with six facets. They said that authentic learning leads to understanding. When someone truly understands, they:
Can explain concepts, principles, and processes by putting it their own words, teaching it to others, justifying their answers, and showing their reasoning.
Can interpret by making sense of data, text, and experience through images, analogies, stories, and models.
Can apply by effectively using and adapting what they know in new and complex contexts.
Demonstrate perspective by seeing the big picture and recognizing different points of view.
Display empathy by perceiving sensitively and walking in someone else’s shoes.
Have self-knowledge by showing meta-cognitive awareness, using productive habits of mind, and reflecting on the meaning of the learning and experience.
Creating Acceptable Evidence through Authentic Learning Experiences to Promote Understanding
Authentic learning experiences enable learners to acquire the desired level of mastery that elicits performance.
I wanted the students to be able to function successfully in teams.
With this end goal in mind, I developed assessments corresponding to each of the six facets of understanding:
The Team Work Project
A storyline spanned over the entire semester. All students were “employees” of a pet grooming company: Pet Works INC. The class of 18 students were divided into three departments with six employees (see how to create Groups in Schoology): Creative Strategies, Marketing and Payroll. The goal was to improve customer experience and feedback. I was the “customer”. Students had complete freedom to assign roles and define responsibilities within their teams. They knew, in order to be successful, they needed to work together as team members (see how you can individually assign roles and responsibilities and assignments to students in different groups).
Assessing Student Understanding:
Can explain concepts, principles, and processes by putting it their own words, teaching it to others, justifying their answers, and showing their reasoning.
Discussion Board Assignment on Schoology: Using the concepts covered in class, create and define your team roles. Discuss your roles and improve the roles and responsibilities based on each other’s feedback.
Can interpret by making sense of data, text, and experience through images, analogies, stories, and models.
Media Album on Schoology: Upload your image and explain your role within the Pet Works INC. Why is your role unique and important?
Can apply by effectively using and adapting what they know in new and complex contexts.
Paper Submission per Team: Problem Scenario: The local community is holding a Pet Grooming Competition. You get various pets with different grooming needs. Determine how you plan to co-op with sudden increase in service-request.
Demonstrate perspective by seeing the big picture and recognizing different points of view.
Blog Post on Schoology: Each team member submits a blog post on best practices in improving customer service by working in teams.
Display empathy by perceiving sensitively and walking in someone else’s shoes.
Scenario Changes: Some of the employees of Pet Works INC. have been promoted. Discover the requirements of new teams as your company undergoes changes.
Have self-knowledge by showing meta-cognitive awareness, using productive habits of mind, and reflecting on the meaning of the learning and experience.
Reflections Log on Schoology: Discuss your team performance and your journey to improve yourself as a team member from the beginning to the end of the semester.
Notice how the development of these assignments linked to the 6 facets of understanding lead to the development of acceptable evidences. These can be reported through the Analytics link on Schoology.
The Stage 2 of the Backward Design encourages us to create assessment items. These can be assignments and quizzes. Click here to learn how to create assessment items on Schoology.
Also, read the following blogs:
Needless to say, that semester was a turning point in my teaching career! By connecting classroom learning to real world scenarios, placing control and responsibility into the hands of the learner and by aligning assessments to the six facets of understanding, I was able to create an authentic learning experience where everyone was a winner!
Do share your classroom experiences with us!
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