Understanding By Design
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Transcript Understanding By Design
Understanding By Design
A Contemporary Approach to
Curriculum Design
Understanding by Design (UbD) may be thought of as
purposeful task analysis:
Given a task to be accomplished, how
do we get there?
What lessons and practices are needed
to master key concepts?
- Grant Wiggins and Jay McTighe, Understanding by Design
Think with the end in mind;
start with assessment
Stage One: Identify Desired
Results
Elements of the Design: Goals,
Knowledge and Skills, Essential
Questions, Enduring Understandings
Key Elements
Goals
Knowledge
and
Skills
Enduring
Understandings
Essential Questions
Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum
Development
Goals
The Goals for each unit are typically the
national, state, and/or local standards.
They often represent content that must be
met for a particular grade level or subject.
Goals are over-arching in nature.
Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum
Development
Knowledge and Skills
These are objectives that students
should be able to know and to do.
Specific content knowledge and skills
must be included.
Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum
Development
Essential Questions
These are open-ended questions that are
thought-provoking and interpretive.
Essential Questions are at the core of your
content. They often lead to or require further
investigation.
Essential Questions:
Have no obvious right answer
Raise more questions
Address concepts that are important to the subject
matter.
Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum
Development
Enduring Understandings
Enduring Understandings:
They are Big Ideas (knowledge) that will be
transferred; they are made into statements.
Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum
Development
UbD’s FACETS
Grant Wiggins and Jay McTighe state
that there are Six Facets of
Understanding.
When the facets are a part of the
curriculum design, students are offered
opportunities to obtain key
understandings.
Six Facets of Understanding
• Explanations: Definitions, clarifications, reasons that
provide foundation knowledge
• Interpretation: Narratives, translations, metaphors, etc.
that provide meaning
• Application: Ability to effectively apply knowledge in a
variety of contexts.
• Perspective: Critical and insightful points of view.
Recognize the significance of ideas.
• Empathy: Ability to see things from other points of view.
• Self-Knowledge: Awareness of one’s limitations and
strengths, as well as the ability to recognize the roles
others play.
Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum
Development
Examples of Performance Tasks:
• Explanation: Write letters home describing what the
pioneer life was like.
• Interpretation: Compare English and Spanish versions of
Cinderella to determine if language influences meaning.
• Application: Adapt events from history that contributed to
societal reaction to the Civil Rights Movement by
recreating a scene and presenting it to a group.
• Perspective: Participate in a roundtable discussion on
the impact of the First Amendment on a specific group.
• Empathy: Create a diary that reflects the day in the life of
a soldier.
• Self-Knowledge: Write a self-assessment reflecting on
your progress in mastering a skill.
Stage Two: Determine
Acceptable Evidence
Stage 2: Determine Acceptable
Evidence
This stage identifies specific
assessments that will be used.
Identify the summative assessment.
What is the culminating activity that will
represent the understandings students
have gained from the unit?
Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum
Development
Examples of
Assessment Types
Tests/Quizzes
Academic
Prompts
Observations
/Dialogues
Acceptable
Evidence
Performance
Tasks
Informal
Checks
for
Understanding
Stage Three: Plan Learning
Activities
Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum
Development
Stage Three: Plan Learning
Activities
This is the stage where specific learning
activities (lessons) are planned to accompany
each unit.
The lessons designed in this stage should be
based on the desired results from stages 1 and
2.
W.H.E.R.E.T.O. is an acronym for planning
steps to help meet the requirements of the unit.
The acronym does not represent the order to be
followed
Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum
Development
W.H.E.R.E.T.O.
• W - Where are you going with this unit?
• How does the unit fit in the curriculum and with state
standards?
• What is expected?
• H - How will you hook the students?
• E - How will you equip students for expected performances?
• R - How will you rethink or revise?
• E - How will students self-evaluate and reflect their learning?
• T - How will you tailor learning to varied needs, interests, and
learning styles of the students?
• O - How will you organize the sequence of learning?
Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum
Development
IN SUMMARY
Begin with what you want your students
to understand at the end of the unit.
Identify each of the elements required in
each stage.
Identify Desired Results
Determine Acceptable Evidence
Plan Learning Activities
Contact Information
For access to the UbD Exchange to
search or build units in the UbD format,
contact:
DeNelle Knowles
at
[email protected]