KUD by ktaylor2 on emaze

Know

Understand

Do

Unpacking Standards

Determining what students need to know, understand and do from the standards.

Now that you have worked with gaining an understanding of the standards, it is time to unpack them. We will be using the Literacy Anchor Standards as a class, but these skills are transferable to all student standards.

Standards?

Know (K)

FACTS AND VOCABULARY

These are the facts, vocabulary, dates, places, names, and examples you want students to memorize.

Facts (The Civil War began in 1861; Emily Dickinson was a recluse) Vocabulary (entropy, equilateral triangle, hyperbole)

The know is massively forgettable.

Understand (U)

These are the written statements of truth, the core to the meaning(s) of the lesson(s) or unit. These are what connect the parts of a subject to the studentʼs life and to other subjects.

It is through the understanding component of instruction that we teach our students to truly grasp the “point” of the lesson or the experience.

Understandings are purposeful. They focus on the key ideas that require students to understand information and make connections while evaluating the relationships that exist within the understandings.

Major Concepts and Subconcepts

For Example

KNOW: Columbus came to the New World in 1492

UNDERSTAND: When faced with conflict, individuals and groups either adapt or migrate to seek better conditions.

Do (d)

SKILLS

The skill portion encourages the students to “think” like the professionals who use the knowledge and skill daily as a matter of how they do business. This is what it means to “be like” a doctor, a scientist, a writer or an artist.

Basic Skills: read non-fiction text
Thinking Skills: analyze, problem solve, compare/contrast
Skills of the Discipline: What does a musician do? Historian? Artist?
Planning Skills: goals setting, use of time
Social Skills: cooperation, sharing

DO (D)

This is the learning outcome of the lesson (based on the standard). It's not activities the teacher is going to do. It should be written in such a way that even if every student was doing something different, the outcome could still be met.

AN Example

The child will be able to ride a bike without training wheels.

Know – Handlebars, Pedal(ing), Break(ing), Steer(ing), Balance

Understand – Steering and balance are related

Do – Use the handlebars to steer the bicycle in a logical direction

Balance on the bicycle while steering