The look and logic of the UbD template provide a directive about the chronology and process of design.
Answer: False
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- And idea can be taught and be expected to stick.
- A unit focused on understanding is more about the larger questions and implications than the specific context.
- The A-T-M categories are always "pure" in practice.
- Meaning is the umbrella that covers critiquing, translating and defending goal types.
- The three types of learning are transfer, acquisition, and meaning-making.
- Content is a means not an end.
- A unit focused on understanding is all about specific content.
- By using action verbs, it frames what the learner needs to know and do in the teaching and learning implications of the A-M-T goals in order to acquire and understand.
- The A.M.T. categories are always ""pure" in practice.
- Meaning is facts and skills that are apprehended and acquired.
- An idea that is taught only once is expected to stick.
- Acquisition occurs when facts/skills are apprehended and acquired.
- Meaning is the ability to apprehend facts and skills.
- There are 3 types of learning.
- As assessors, me must not be clear about the indicators of understanding and be easily swayed by tangential qualities of performance of students work.
- As teachers we are looking for the ability of learners to transfer prior learning to new or novel-looking tasks or settings, with minimal to no prompting from the test or teacher.
- In the section about assessing for transfer, the teacher used the example that a teacher to students is like a coach in a sport to the players.
- Learners have to be able to think well but also use their ideas, skills, and knowledge.
- The main goal is to have an assessment task for all six facets.
- Not every facet is well suited to every understanding.
- Meaning-making is necessary and sufficient.
- We must use all 6 facets when assessing understanding.
- Much like Bloom's Taxonomy, the 6 facets of understanding are listed in hierarchical order.
- If understanding is our goal then we are looking for learners to be able to transfer prior learning to new tasks/settings.
- To have perspective, means that the student can "walk in another's shoes."