Understanding by Design and

From Coast and Camp to the Inland Empire

Stacy Hill

April 22, 2003

This portion is based on The Understanding by

Design Handbook by Jay McTighe and

Grant Wiggins

Many students view classroom activities as “…an arbitrary

sequence of exercises with no overarching rationale.”

From “Inside the Black Box” by Paul Black and Dylan Wiliam, Phi Delta Kappan, October 1998.

Traditional Planning…

What chapter I need to get to… Daily activities What am I going to assign for homework I have to change the test and cross out all of the

questions I didn’t get to this year Quickly check to make sure I have some of the

EALRS covered Remind yourself that you are probably teaching

something that is on the WASL anyway

“Students can hit any appropriate achievement target that is clear

and holds still for them.”

-Rick Stiggins

Assessment Training Institute

UbD in a Nutshell

Stage 1 – Identify desired results Stage 2 – Determine acceptable evidence Stage 3 – Plan learning experiences and

instruction

Stage 1: Identify Desired Results

Content Standards and Knowledge & Skills

Enduring Understandings Essential Questions

Enduring Understandings

Enduring understandi

ng

Important to know & do

Worth being familiar with

Enduring Understandings:How people deal with other people affects their future.Some form of conflict will be present in all lives at some point.Conflict does not just affect humans.

Essential Question:What role did conflict play in development of the Constitution of the United States?

Examples

Essential Questions

Have no one obvious right answer Raise important questions across content

areas Reflect conceptual priorities Recur naturally Are framed to provoke and sustain

student interest

Overarching Essential Questions

How does conflict create change?What are rights and responsibilities that lead to independence?Does power corrupt?How does time affect change?What interactions stimulate growth?What is the balance between humans and nature?What is stretching and shrinking around you?

How does conflict affect the economy of a country? How does climate determine population? What if the South had won? What makes the Constitution a living document? Why should I learn slope? How can natural disasters be good for the planet?

Topical Essential Questions

Kid Friendly EQ’s

What societal influences perpetuate pre-adolescent tobacco use?

or Why do your friends start smoking?

Stage 2: Determine Acceptable Evidence

Determine methods of assessment Performance task Other evidence

Quizzes, tests, prompts, work samples Observations Student self-assessment

Enduring Understandings

Enduring understandi

ng

Important to know & do

Worth being familiar with

Kinds of Assessment

Traditional question & answer

•paper/pencil

•selected-responses

•constructed response

Performance tasks & projects

•open-ended

•complex

•authentic

Adapted from Understanding by Design Academy, Seattle, WA, July 2001 presented by Jay McTighe, ASCD.

Think “Scrapbook”

versus “Snapshot”

GRASPS

Goal Role Audience Situation Product/Performance and Purpose Standards for Success

GRASPS Ideas

G Design, teach, explain, inform, create, persuade, defend, critique, improve

R Advertiser, illustrator, coach, candidate, chef, engineer, eyewitness, newscaster

A Board members, neighbors, pen pals, travel agent, jury, celebrity, historical figure

S The context and content your G, R, A, & P put you in

P Advertisement, game, script, debate, rap, banner, cartoon, scrapbook, proposal

S What success looks like: Scoring guide & examples

Stage 3:Plan Learning and Instruction

WHERE Misunderstandings Determine the role of technology in

enhancing teaching and learning i.e., using the audio documentary content

Instructional activities and the six facets

Do the activities explain by themselves where are your students heading and why?

Do the activities hook your students through engaging, thought provoking experiences?

Do the activities help students experience the ideas or issues to make them real?

Do the activities cause students to reflect and rethink- to dig deeper into the core idea?

Do the activities allow for students to exhibit their understanding through a product or performance?

Six Facets

Explanation: demonstrating understanding Interpretation: reading between the lines Application: performing Perspective: analyzing or inferring Empathy: assuming a role Self-Knowledge: being aware or realizing

UbD Website

www.ubdexchange.org Password: contact your district

Now…

UbD

and

From Coast and Camp in the Inland Empire

EALR Connections

OSPI Website for Social Studies:

http://www.k12.wa.us/curriculuminstruct/ SocStudies/EALRs

Social Studies 1. The student examines and understands major

ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington state history

1.1 Understand and analyze historical time and chronology

1.2 Understand events, trends, individuals, and movements shaping United States, world, and Washington State history

1.3 Examine the influence of culture on United States, world, and Washington State history

Step 1: Establish Enduring Understandings for the unit, develop the Essential Questions that will guide students to the understandings, select targeted EALRs

Step 2: Choose your evidence of understanding (assessment)

Step 3: Plan the learning activities (how to use the CD)

Sample Enduring Understandings

The effects of relocation during World War II still affects the future generations of Japanese-Americans.

Prejudice directed the actions of many powerful people after Pearl Harbor.

Hysteria causes people to be suspicious of those around them.

Things are not always as they appear.

Sample Essential Questions

Has the U.S. ever put its own people in internment camps?

Under what circumstances should civil rights be compromised?*

How do you explain prejudice? What is discrimination? How do you know when something is true? What should regular people do to be protected

from discrimination?* What kind of people aren’t accepted at school?

Constructing a Performance Task

GoalRoleAudienceSituationProductStandards

Sample Performance Task

Goal: Teach about the experiences of Japanese-Americans during WW II.

Role: reporter Audience: college history majors Situation: report your findings using the audio

documentary and other sources Product: on-line magazine Standards: use the documentary, report on real-

life experiences, utilize the writing process

Samples, con’t.

NewspaperCollege tour for creditMuseum wing designScrapbook for descendentsChildren’s bookDramatizationSlide show corresponding with audio

Activity Ideas

Vocabulary meet and greetStoryboards while listening

Literal, Inferential, Evaluative level writing during and after listening

Track title predictionsComparison/contrast to current events

Conclusion

What should the students know?How will you know when they know it?How will you get them there?

ubdexchange,.org