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

Understanding by Design

the ‘big ideas’of UbD

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

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

3 Stages of (“Backward”) Design

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

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

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

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.

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

Misconception Alert:the work is non-linearIt 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...

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

to uncover the really ‘big ideas.’

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

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

3 Stages of Design, elaborated

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

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

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

1. Identify desired results

2. Determine acceptable evidence3. Plan learning

experiences & instruction

3 Stages of Design: Stage 2

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

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

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

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.

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

Rubrics,Checklists and Other Evidence

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

•RubiStar•PBL Checklists•QuizStar

http://4teachers.org

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

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

3 Stages of Design: Stage 3

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

Stage 3 big idea:

EFFECTIVE

and

ENGAGING