ubd_ttl

Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002

Understanding by Design

the ‘big ideas’of UbD


1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

3 Stages of (“Backward”) Design


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


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 DDN Curriculum site provides an easy mechanism for exchange of ideas.


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!)

!

You’ve got to go below the surface...


to uncover the really ‘big ideas.’





& instruction

3 Stages of Design, elaborated


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?

U

K

Q

CS


Establishing Priorities

Worth being familiar with

Important to know and do

“Enduring” understanding

Knowledge that is worth being familiar with

Knowledge and skills that are important to know and do

Understandings that are enduring


Taking a Closer Look at Understandings: They are...

specific generalizations about the “big ideas.” They summarize the key meanings, inferences, and importance of the ‘content’

Require “uncoverage” because they are not “facts” to the novice, but unobvious inferences drawn from facts - counter-intuitive & easily misunderstood

deliberately framed as a full sentence “moral of the story” – “Students will understand THAT…”


Six Facets of Understanding

Explain - provide thorough, supported, and justifiable accounts of phenomena, facts and data

Interpret - tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models.

Apply - effectively use and adapt what is known in diverse contexts.

Perspective - can see and hear points of view through critical eyes and ears; see the big picture.

Empathize - find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience.

Self-Knowledge - perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; having an awareness of what one does not understand and why understanding is so hard


Brainstorming Essential Questions Based On the Facets

Interpretation Explanation Application

critique describe build

illustrate express createjudge justify designtranslate predict performprovide metaphors synthesize solve

assume role of be aware of analyzeconsider realize argueimagine recognize comparerelate reflect contrastrole-play self-assess infer

Empathy Self-Knowledge Perspective


Provocative Essential Questions

•Have no one obvious right answer.•Raise other important questions.•Address the philosophical or conceptual foundations of a discipline.•Recur naturally.•Are framed to provoke and sustain student interest.


SD Content StandardsGoals - the "end results" of what we expect after thirteen

years of content study Indicators - further define the goals and provide the

targets and anchors for instructional levels Benchmarks - articulate what the goal and indicator represent at the different developmental levels, providing the targets for student performance

Standards - represent the classroom learning objectives

or activities to help students reach the expectations articulated in the benchmarks, indicators, and goals


Identify the Content Standards for your Unit

•By Goal, Indicator, Benchmark•3-5 for a 6 week unit of study

*Remember these are the “Big Ideas” specifically addressed by teaching and learning experiences in the unit.

*Specific knowledge and skills (grade level standards)will also be listed on the design template.


Test Design Against Standards

To what extent are the targeted understandings:

* Enduring * Framed as Generalizations

* Framed by Provocative Essential Questions


Reflection - Stage 1

Choose 1 to answer

individually.

Share response with your team.

Team selects 2 to share with group.

•I was surprised…•I have been wondering…•I realized that…•Today I learned...





& instruction

3 Stages of Design: Stage 2


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 that specific inference


Reliability: Snapshot vs. Photo Album

We need patterns that overcome inherent measurement error

Sound assessment (particularly of State Standards) requires multiple evidence over time - a photo album vs. a single snapshot


For Reliability & Sufficiency:Use a Variety of Assessments

Varied types, over time: authentic tasks and projects academic exam questions,

prompts, and problems quizzes and test items informal checks for

understanding student self-assessments


Curricular Priorities and Assessment Methods

Worth being familiar with

Important to know and do

“Enduring” understanding

Assessment Types

Traditional quizzes and testsPaper-pencilSelected-responseConstructed-response

Performance tasks and projectsOpen-endedComplexAuthentic


Assessment of Understanding

Brainstorming….

Using the Facets of Understanding Considering a Range of Evidence Determining Possible Performances


Scenarios for Authentic TasksBuild assessments anchored

in authentic tasks using GRASPS:

What is the Goal in the scenario? What is the Role? Who is the Audience? What is your Situation (context)? What is the Performance

challenge? By what Standards will work be

judged in the scenario?

SPS

GRA

T


A Performance Task is Authentic if it…

Is realistic.Requires judgment and innovation.Asks a student to “do” the subject.Replicates or simulates the contexts in which adults are tested in the workplace.Assess a student’s ability to efficiently and effectively use a repertoire of knowledge and skills to negotiate a complex task.Allows appropriate opportunities to rehearse, practice, and consult resources; obtain feedback on performances; and refine performances and products.


Rubrics,Checklists and Other Evidence

UBD Templates•Holistic Frame•Analytic Frame•Analytic Frame for the Facets

•RubiStar•PBL Checklists•QuizStar

http://4teachers.org



To what extent do the assessment provide:

* Valid and Reliable Measures* Authentic Performance Task

Opportunities* Sufficient and Varied Information



Choose 1 to answer

individually.



•I find it interesting that...•I have been wondering…•Today’s activities caused me to think differently about __ because...•Today I learned...





& instruction

3 Stages of Design: Stage 3


Stage 3 big idea:

EFFECTIVE

and

ENGAGING


Taking a Closer Look at...

Coverage vs.

Uncoverage

Misunderstanding and

Misconceptions


Think of your obligations via W. H. E. R. E. T. O.

“Where are we headed?” (the student’s Q!)

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

E

R

L

TO



To what extent will students:* Know where they are headed and why?

* Be hooked?* Explore and experience key ideas?

* Reflect and Rethink?* Evaluate their own work?

* Have work tailored to meet their needs?* Participate in learning activities

organized to be engaging and effective?



Choose 1 to answer

individually.



•I feel comfortable with...•I would like to learn more about...•I am still unclear or unsure about...•I realize I need to take a closer look at...


Peer Review

Consider….

StrengthsAreas needing improvement

FeedbackGuidance


NBPTS

In what ways does the Backward Design

Process support the Five Core Propositions of “What

Accomplished Teachers Should Know and Be Able to

Do”?

Documents

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