So, why not try putting all this research into practice? I teach a freshman Science course and we were recently studying motion. We studied velocity, average velocity, instantaneous velocity, negative velocity. We studied how to calculate velocity, how to graph velocity, how to define velocity. We studied and watched examples of velocity. I knew the desired results- students would be able to explain the relationship between distance, time, and velocity. I knew the evidence of the desired results- students would be able to describe the motion of an object both verbally and graphically, using collected data. So, I tried to develop an activity to promote understanding- rather than give a lab where the students did an exercise, I presented a problem to them. I gave them all of the materials they would need and I asked them to develop a lab procedure where they would collect all data and observations needed in order to describe the motion of a battery-operated car, both verbally and graphically. Most groups kept asking me questions about what they should do. As I repeatedly informed them that what they were to do was up to them, I realized that these kids were programmed to regurgitate from recall. I think that I understand UbD's ideas, but how am I to implement the idea when my kids have been programmed another way for at least eight years.
So, that was a very deflating and exhausting experience. I want to so badly change my way of implementing my curriculum, but find forces acting against me. Therefore, my understanding of how to UbD your curriculum comes from the top. Most of us are planning on becoming administrators and we will be able to get our schools to design their curriculum backwards once we get everyone on the same page. The moral of my blog, I guess, is that a lot of what high school teachers have to work with relies on the foundation laid in the younger years. Hope I didn't offend anyone. I respect the job that all teachers do, but I think more work is needed in many districts on aligning curriculum so that teachers are working in collaboration rather than in discord.
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2 comments:
Don't give up!!!!!!
Great first attempt! The students are resistant because you are asking them to 'think outside the box'. You've placed them outside their comfort zone intentionally to promote understanding.
I've began UbD type design last year and the first couple weeks were terrible. Students didn't want to be challenged. They wanted to fullfill they the role of passive learner they always had. It was a challenge! But eventually students began to realize they had no choice but to comply. Once this happened, they began to 'wonder' ... and the true beauty of this methodology was evident.
I totally understand! You may now get the concepts of UBD, but the kids are looking for you to hold their hand. I agree with Ctherine, DON'T GIVE UP! It will be hard for them. You do have to remind them thy have to think, but they weren't train to do it. So it will be very uncomfortable for them to do just that. Let them struggle. Offer as much support necessary. I remember holding my breath for two months while implementing UBD. It was so worth it. Seven years of teaching the old way really bored me. I'm totally not ready to give it up now. Continue, eventually, it will be the only thing your students know. Keep us posted!
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