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© 2002 Grant Wiggins & Jay McTighe UBD 08/20021
Understanding by Design
the ‘big ideas’of UbD
© 2002 Grant Wiggins & Jay McTighe UBD 08/20022
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences & instruction
3 Stages of (“Backward”) Design
© 2002 Grant Wiggins & Jay McTighe UBD 08/20023
Why “backward”?
The stages are logical but they go against habits
We’re used to jumping to lesson and activity ideas - before clarifying our performance goals for students
By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results
© 2002 Grant Wiggins & Jay McTighe UBD 08/20024
Overarching understandings
Knowledge and skill to be acquired
Essential Questions
Understanding by Design Template: The UbD template
embodies the 3 stages of “Backward Design”
The template provides an easy mechanism for exchange of ideas
© 2002 Grant Wiggins & Jay McTighe UBD 08/20025
The “big ideas” of each stage:
Assessment Evidence
Learning Activities
Understandings Essential Questions
stage
2
stage
3
Standard(s):
stage
1
Performance Task(s): Other Evidence:
Unpack the content standards and ‘content’,
focus on big ideas
Analyze multiple sources of evidence, aligned with
Stage 1
Derive the implied learning from Stages 1
& 2
What are the big ideas?
What’s the evidence?
How will we get there?
© 2002 Grant Wiggins & Jay McTighe UBD 08/20026
Stage design elements
Stage 1 Stage 2 Stage 3
Understandings
Questions
ContentStandards
Knowledge & Skill
Task(s)
Rubric(s)
OtherEvidence
Learning Plan
© 2002 Grant Wiggins & Jay McTighe UBD 08/20027
Not necessary to fill template “in order”
There are many ‘doorways’ into successful design – you can start
with... Content standards Performance goals A key resource or activity A required assessment A big idea, often misunderstood An important skill or process An existing unit or lesson to edit
!
© 2002 Grant Wiggins & Jay McTighe UBD 08/20028
Other entry points
You can – Search for, find, and attach other designers’
essential questions and understandings to your own unit
Use the web links provided to find ideas on relevant sites for each design element
Study exemplary units and adapt them to your own needs and interests
© 2002 Grant Wiggins & Jay McTighe UBD 08/20029
Misconception Alert:the work is non-linear
It doesn’t matter where you start as long as the final design is
coherent (all elements aligned)
Clarifying one element or Stage often forces changes to another element or Stage
The template “blueprint” is logical but the process is non-linear (think: home improvement!)
!
© 2002 Grant Wiggins & Jay McTighe UBD 08/200210
Big ideas provide a way to connect and recall knowledge
The Parallel postulate
S.A.S. Congruence
A2 + B2 = C2
Like rules of a game
Like Bill of Rights
Big Idea: A system
of many powerful inferences from a
small set of givens
© 2002 Grant Wiggins & Jay McTighe UBD 08/200211
“Big Ideas” are typically revealed via: Core concepts Focusing themes On-going debates/issues Insightful perspectives Illuminating paradox/problem Organizing theory Overarching principle Underlying assumption (Key questions) (Insightful inferences from facts)
© 2002 Grant Wiggins & Jay McTighe UBD 08/200212
Big Ideas in Literacy: Examples Rational persuasion (vs. manipulation) audience and purpose in writing A story, as opposed to merely a list of events linked
by “and then…” reading between the lines writing as revision a non-rhyming poem vs. prose fiction as a window into truth A critical yet empathetic reader A writer’s voice
© 2002 Grant Wiggins & Jay McTighe UBD 08/200213
Questions for identifying truly “big ideas” Does it have many layers and nuances, not obvious to
the naïve or inexperienced person? Can it yield great depth and breadth of insight into the
subject? Can it be used throughout K-12? Do you have to dig deep to really understand its subtle
meanings and implications even if anyone can have a surface grasp of it?
Is it (therefore) prone to misunderstanding as well as disagreement?
Are you likely to change your mind about its meaning and importance over a lifetime?
Does it reflect the core ideas as judged by experts?
You’ve got to go below the surface...
© 2002 Grant Wiggins & Jay McTighe UBD 08/200215
to uncover the really ‘big ideas.’
© 2002 Grant Wiggins & Jay McTighe UBD 08/200216
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences & instruction
3 Stages of Design, elaborated
© 2002 Grant Wiggins & Jay McTighe UBD 08/200217
Stage 1 – Identify desired results.
Key: Focus on Big ideas Enduring Understandings: What specific insights about big ideas
do we want students to leave with? What essential questions will frame the teaching and learning,
pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content?
What should students know and be able to do? What content standards are addressed explicitly
by the unit?
© 2002 Grant Wiggins & Jay McTighe UBD 08/200218
The “big idea” of Stage 1:
The big ideas provide a clear focus for the unit
Implications: Organize content around key concepts Show how the big ideas offer a purpose and rationale for the
student You will need to “unpack” Content standards in many cases to make
the implied big ideas clear
© 2002 Grant Wiggins & Jay McTighe UBD 08/200219
An understanding is a “moral of the story” about the
big ideas
What specific insights will students take away about the meaning of ‘content’ via big ideas?
Understandings summarize the desired insights we want students to realize
From Big Ideas to Understandings
© 2002 Grant Wiggins & Jay McTighe UBD 08/200220
Understanding, defined: They are... Specific generalizations about the “big ideas.”
They summarize the key meanings, inferences, and importance of the ‘content’
Deliberately framed as a full sentence “moral of the story” – “Students will understand THAT…”
Require “uncoverage” because they are not “facts” to the novice, but unobvious inferences drawn from facts - counter-intuitive & easily misunderstood
© 2002 Grant Wiggins & Jay McTighe UBD 08/200221
Understandings: examples... Great artists often break with conventions to better
express what they see and feel Price is a function of supply and demand Friendships can be deepened or undone by hard times History is the story told by the “winners” F = ma (weight is not mass) Math models simplify physical relations – and even
sometimes distort relations – to deepen our understanding of them
The storyteller rarely tells the meaning of the story
© 2002 Grant Wiggins & Jay McTighe UBD 08/200222
Knowledge vs. Understanding An understanding is an unobvious and important
inference, needing “uncoverage” in the unit; knowledge is a set of established “facts”.
Understandings make sense of facts, skills, and ideas: they tell us what our knowledge means; they ‘connect the dots’
Any understandings are inherently fallible “theories”; knowledge consists of the accepted “facts” upon which a “theory” is based and the “facts” which a “theory” yields.
© 2002 Grant Wiggins & Jay McTighe UBD 08/200223
Essential Questions – Ask yourself…What questions –
are arguable - and important to argue about? are at the heart of the subject? recur - and should recur - in professional work, adult
life, as well as in classroom inquiry? raise more questions – provoking and sustaining
engaged inquiry? often raise important conceptual or philosophical
issues? can provide organizing purpose for meaningful &
connected learning?
© 2002 Grant Wiggins & Jay McTighe UBD 08/200224
Essential vs. “leading” Q’s (Stage 3)
Essential - STAGE 1
Asked to be argued Designed to “uncover”
new ideas, views, lines of argument
Set up inquiry, leading to new understandings
Leading - STAGE 3 Asked as a reminder, to
prompt recall Designed to “cover”
knowledge Point to a single,
straightforward fact - a rhetorical question
© 2002 Grant Wiggins & Jay McTighe UBD 08/200225
Sample Essential Questions: Who are my true friends - and how do I know for sure? How “rational” is the market? Does a good read differ from a ‘great book’? Why are
some books fads, and others classics? To what extent is geography destiny? Should an axiom be obvious? How different is a scientific theory from a plausible
belief? What is the government’s proper role?
© 2002 Grant Wiggins & Jay McTighe UBD 08/200226
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences & instruction
3 Stages of Design: Stage2
© 2002 Grant Wiggins & Jay McTighe UBD 08/200227
Stage 2 – Assessment Evidence
Template fields ask: What are key complex performance tasks
indicative of understanding? What other evidence will be collected to build the
case for understanding, knowledge, and skill? What rubrics will be used to assess complex
performance?
© 2002 Grant Wiggins & Jay McTighe UBD 08/200228
The big idea for Stage 2The evidence should be credible &
helpful. Implications: the assessments should –
Be grounded in real-world applications, supplemented as needed by more traditional school evidence
Provide useful feedback to the learner, be transparent, and minimize secrecy
Be valid, reliable - aligned with the desired results of Stage 1 (and fair)
© 2002 Grant Wiggins & Jay McTighe UBD 08/200229
Just because the student “knows it” …
Evidence of understanding is a greater challenge than evidence that the student knows a correct
or valid answer Understanding is inferred, not seen It can only be inferred if we see evidence that
the student knows why (it works) so what? (why it matters), how (to apply it) – not just knowing the specific inference
© 2002 Grant Wiggins & Jay McTighe UBD 08/200230
Assessment for Understanding i.e. You really understand when you
can: explain, connect, systematize, predict it show its meaning, importance apply or adapt it to novel situations see it as one plausible perspective among others, question its
assumptions see it as its author/speaker saw it avoid and point out common misconceptions, biases, or simplistic viewsA detailed, narrated presentation on Evidence of Learning is in a later
module.
© 2002 Grant Wiggins & Jay McTighe UBD 08/200231
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences & instruction
3 Stages of Design: Stage 3
© 2002 Grant Wiggins & Jay McTighe UBD 08/200232
Stage 3 big idea:
EFFECTIVE
and
ENGAGING
© 2002 Grant Wiggins & Jay McTighe UBD 08/200233
Stage 3 – Plan Learning Experiences & Instruction
A focus on engaging and effective learning, “designed
in”
What learning experiences and instruction will promote the desired understanding, knowledge and skill of Stage 1?
How will the design ensure that all students are maximally engaged and effective at meeting the goals?
© 2002 Grant Wiggins & Jay McTighe UBD 08/200234
W. H. E. R. E. T. O.“Where are we headed?” (the student’s question)
How will the student be ‘hooked’?What opportunities will there be to be equipped,
and to experience and explore key ideas?What will provide opportunities to rethink,
rehearse, refine and revise?How will students evaluate their work?How will the work be tailored to individual needs,
interests, styles?How will the work be organized for maximal
engagement and effectiveness?
WHE
ER
T
O
© 2002 Grant Wiggins & Jay McTighe UBD 08/200235
Next Steps
It is now time for you to begin to complete your Understanding by Design Template.
Hit escape key to return to class.