Understanding by Design 3 Stages of Backward · PDF fileUnderstanding By Design UBD Slides © 2001 Grant ... Matters of Understanding ... Design a plan for a 10 minute lesson

Understanding By Design UBD Slides
page # 2001 Grant Wiggins and Jay McTighe
2005 Jay McTighe 2005 Jay McTighe
Key Questions...
Why are the best curriculum designs backward?
How might we work smarterin curriculum design?
How shall we walk the talk and apply design standards to our own work ?
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a prescriptive program
Understanding by Design
is not
opposed to traditional testing & grading
an instructional model
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3 Stages of Backward Design
1. Identify desired results.
2. Determine acceptable evidence.
3. Plan learning experiences & instruction.
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Key to Backward Design
Design assessments before youdesign lessons and activities.Be clear about what evidence oflearning you seek.
Think like an assessor!
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UBD 1-page template...
enables designers tocheck alignment:
content standards
big ideas essential questions assessments learning activities
Assessment Evidence
Learning Activities
Understandings Essential Questions
stage
2
stage
3
Standard(s):
stage
1
Performance Task(s): Other Evidence:

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To what extent doesbackward design andthe Design Template...
1) reflect the way in which teachersin your school/district currently plan?
2) require changes in curriculumplanning practices?
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3 Stages of Backward Design
1. Identify desired results.
2. Determine acceptable evidence.
3. Plan learning experiences & instruction.
2005 Jay McTighe
Stage 1 Identify desired results.
Consists of 4 components:content standardsunderstandingsessential questions knowledge and skills
uC S
qk
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Unpack Content Standards
Consider: What big ideas areembedded within the standards?
content standards
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Structure of Knowledge
principlesand
generalizations
key conceptsand
core processes
facts and skills
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Factual Knowledge
includes... vocabulary/ terminology definitions key factual information critical details important events and people sequence/timeline

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include... basic skills - e.g., decoding, drawing communication skills - e.g., listening,
speaking, writing research/inquiry/ investigation skills thinking skills - e.g., comparing, problem
solving, decision making study skills - e.g., note taking interpersonal, group skills
Skills
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adaptation change energy exploration freedom interaction
Concepts -transferable big ideas
examples...
justice migration patterns power symbol systems
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Democratic governments must balancerights of individuals with the common good.
Correlation does not insure causality.
Creating space away from the ballincreases scoring opportunities (e.g., insoccer, football, basketball).
Principles andGeneralizations
examples...
u
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Conclusions from scientific investigationsmust be verified through replication. Scientificinquiry deliberately isolates and controls keyvariables.
History involves interpretation and historianscan disagree. Ones interpretation of the pastmay be influenced by ones experiences, culture,philosophy, and political beliefs.
EpistemologicalUnderstandings
examples...
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Fact: The Magna Carta was enacted on June 15, 1215.
Students will understand that: Democratic governments mustbalance the rights of individuals withthe common good. A written Constitution sets forththe terms and limits of governmentspower.
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We turn now to the questions of howexperts knowledge is organizedTheirknowledge is not simply a list of facts andformulas that are relevant to the domain;instead, their knowledge is organizedaround core concepts or big ideas thatguide their thinking about the domain.
- Bransford, et. Al., How People Learn, p 24
research on Learning and Cognition

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Learning with understanding ismore likely to promote transferthan simply memorizing inform-ation from a text or a lecture.
- Bransford, et. Al., How People Learn, p 224
research on Learning and Cognition
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Establishing Curricular Priorities
big ideas
worth understanding enduring
understandings
important toknow & do foundational concepts & skills
worth being familiar with
nice to know
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New York MST #3 - select appropriate standardand nonstandard measurement units and toolsto measure to a desired degree of accuracy
Students will understand that: We can describe and measurethe same thing in different ways. There are margins of error inherentin every form of measurement. Correlation does not insurecausality.
measurement
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ARTS - recognize how technical, organizationaland aesthetic elements contribute to the ideas,emotions and overall impact communicated byworks of art (Oregon - CIM)
Students will understand that: Available tools and technologies influencethe ways in which artists express their ideas. Great artists often break with establishedtraditions, conventions, and techniques toexpress what they see and feel.
artistic expression
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Kentucky Science Academic Expectation 2.1:Students understand scientific ways of thinking andworking and use those methods to solve real-lifeproblems.
Students will understand that: Scientific knowledge develops andis confirmed through carefullycontrolled investigations. The scientific method deliberatelyisolates and controls key variables.
scientific process
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English 2A.4a - Analyze and evaluate the effectiveuse of literary techniques in literature representinga variety of forms and media. (Illinois)
Students will understand that: Authors do not always say exactlywhat they mean (literally). Satire attempts to expose & ridiculepublic or political immorality andstupidity through irony, sarcasm orexaggeration.
satire

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Topic or theme:
Students will understand that:
True friendship is often revealedduring challenging times rather thanduring happy times.
friendship
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Matters of Understanding
big ideas or core processes at theheart of the discipline
enduring - lasting value beyond the classroom
transferable to other topics and inquiries
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State the desired understandings as afull-sentence, specific generalization(the moral of the story).
Dont just specify the topic to betaught, but the understandings to beacquired.
Framing Understandings
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2 types of understandings
Overarching - Great artists often breakwith established traditions, conventions andtechniques to better express what the see andfeel.
Topical - Impressionist artists used novel painting techniques to represent everyday life. They used color, light, and shadow to convey the impression of reflected light at a particular moment.
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Frame understandingsin terms of questions.
How does one lead children to discoverthe powers and pleasures [of rethinking]?Through organizing questions. Theyserve two functions: they put perspectiveback in the particulars... and they oftenserved as criteria for determining wherestudents were getting, how well theywere understanding, whether anythingnew was emerging. Jerome Bruner

2005 Jay McTighe
Essential Questions from the leading edge
www.edge.org2005 Jay McTighe
Sample Essential Questions:
How does art reflect, as well as shape,culture?
How are form and function relatedin biology?
In what way do effective writers hookand hold their readers?
Who were the winners and who werethe losers in ___________________________? the Industrial Revolution
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Concept Attainment
1. Compare examples (+) andnon-examples () of a concept.
2. Identify the distinguishingcharacteristics of each.
3. Test your theory against newcases.
4. Refine your concept definition.
+
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What is the relationshipbetween popularity andgreatness in literature?
When was the MagnaCarta signed and bywhom?
What is estivation?
YES NO
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Which President of theU.S. has the mostdisappointing legacy?
When is an equationlinear?
To what extent arescience and commonsense related?
YES NO
It depends on intent!
2005 Jay McTighe
open-ended: no single answer;arguable; require
reasoning
recur: can (and should)be revisited
doorway: leadto big

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Understanding by Design 3 Stages of Backward · PDF fileUnderstanding By Design UBD Slides © 2001 Grant ... Matters of Understanding ... Design a plan for a 10 minute lesson