Transcript Understanding by Design: - Wanaque Borough Schools

Understanding by Design
the ‘big ideas’
of UbD
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
3 Stages of
(“Backward”) Design
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
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
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-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!)
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
You’ve got to go
below the surface...
to uncover the
really ‘big ideas.’
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
3 Stages of Design,
elaborated
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
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 U
about big ideas do we want students to leave with?
 What essential questions will frame the teaching
Q
and learning, pointing toward key issues and
ideas, and suggest meaningful and provocative
inquiry into content?
K
 What should students know and be able to do?


What content standards are addressed explicitly CS
by the unit?
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Establishing Priorities
Knowledge that is worth being
familiar with
Worth being
familiar with
Important to
know and do
Knowledge and skills that are
important to know and do
“Enduring”
understanding
Understandings that are
enduring
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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 - counterintuitive & easily misunderstood
 deliberately framed as a full sentence
“moral of the story” – “Students will
understand THAT…”

Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Six Facets of Understanding
Explain - provide thorough,
Perspective - can see and
supported, and justifiable accounts of
phenomena, facts and data
hear points of view through critical eyes
and ears; see the big picture.
Interpret - tell meaningful
Empathize - find value in
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.
what others might find odd, alien, or
implausible; perceive sensitively on the
basis of prior direct experience.
Apply - effectively use and adapt
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
what is known in diverse contexts.
Self-Knowledge -
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Brainstorming Essential
Questions Based On the Facets
Interpretation
Empathy
Explanation
Application
critique
describe
build
illustrate
judge
translate
provide metaphors
express
justify
predict
synthesize
create
design
perform
solve
assume role of
consider
imagine
relate
role-play
be aware of
realize
recognize
reflect
self-assess
analyze
argue
compare
contrast
infer
Self-Knowledge
Perspective
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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.
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
SD Content Standards
Goals - 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
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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.
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Test Design Against Standards
To what extent are the targeted
understandings:
* Enduring
* Framed as Generalizations
* Framed by Provocative Essential
Questions
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Reflection - Stage 1
Choose 1 to answer
individually.
•I was surprised…
•I have been
wondering…
Share response with •I realized that…
your team.
•Today I learned...
Team selects 2 to
share with group.
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
3 Stages of Design:
Stage 2
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
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
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
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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
 student
checks for understanding
self-assessments
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Curricular Priorities and
Assessment Methods
Assessment Types
Traditional quizzes and tests
Paper-pencil
Selected-response
Constructed-response
Performance tasks and projects
Open-ended
Complex
Authentic
Worth being
familiar with
Important to
know and do
“Enduring”
understanding
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Assessment of Understanding
Brainstorming….
Using the Facets of Understanding
 Considering a Range of Evidence
 Determining Possible Performances

Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Scenarios for Authentic Tasks
G
R
A
S
P
S
Build 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?

Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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.
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
Test Design Against Standards
To what extent do the assessment
provide:
* Valid and Reliable Measures
* Authentic Performance Task
Opportunities
* Sufficient and Varied Information
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Reflection - Stage 2
Choose 1 to answer
individually.
•I find it interesting
that...
•I have been
Share response with wondering…
your team.
•Today’s activities
caused me to think
differently
about
__
Team selects 2 to
because...
share with group.
•Today I learned...
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
3 Stages of Design:
Stage 3
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Stage 3 big idea:
E
F
F
E
C
T
I
V
E
and
E
N
G
A
G
I
N
G
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Taking a Closer Look at...
Coverage
vs.
Uncoverage
Misunderstanding
and
Misconceptions
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Think of your obligations via
W. H. E. R. E. T. O.
W
H
E
R
E
T
O
L
“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?
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Test Design Against Standards
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?
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Reflection - Stage 3
Choose 1 to answer
individually.
•I feel comfortable
with...
•I would like to
Share response with learn more about...
your team.
•I am still unclear
or unsure about...
•I realize I need to
Team selects 2 to
take a closer look
share with group.
at...
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Peer Review
Consider….
Strengths
Areas needing improvement
Feedback
Guidance
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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”?
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002