Transcript Document

Understanding by Design
i.e. Backward Design
Grant Wiggins and Jay McTighe
Big Idea ……
 We teach so that others may
understand.
 Our challenges:
• Finding time to ‘teach all standards’ and
maintain the rigor
• Making lessons meaningful
• Engaging students in the learning process
Essential Question:
Do We Understand?
Old saying….
 “If you don’t know exactly where you
are headed, then any road will get you
there.”
 Hopefully, we know where we are
going when we begin a class or unit!
 Thus, shouldn’t we know the road to
take before we start?
Premise of UbD
 Form Follows Function
 Our lessons, units and classes should
be logically created based on the
results we seek
Premise of UbD
 BSSD Instructional Model
• Assessment, instruction, standards are all
aligned!!!!
• Although you can begin planning
anywhere, the most effective beginning
point for learning may be the ‘outcome’ or
standards
 Key Mistake: focus on Input (teaching)
rather than Output (learning)
If our focus is Output
(learning)…
*students and teachers should be clear
on what is expected to be known and
done … time spent ‘learning’ has a
purpose
*we will be excited when students ask us
“why….” because we will have the
answers!!
*learning will be purposeful! (meaningful
and engaging)
Three Stages of UbD
 Stage 1: Identify the Desired Results
• Unpack the learning, prioritize
learning goals, determine
expectations ….
 Clarify Learning Outcomes
Stage 2: Determine Acceptable
Evidence
Stage 3: Plan learning experiences
and instruction
 Stage 1: Identify the Desired Results
 Stage 2: Determine Acceptable
Evidence
• What evidence could be used to
document and validate the learning
that has been achieved
• Evidence is gathered throughout the
learning time - includes formative and
not only summative assessments
 Stage 3: Plan learning experiences and
instruction
 Stage 1: Identify the Desired Results
 Stage 2: Determine Acceptable Evidence
 Stage 3: Plan learning experiences and
instruction
• What specific content and skills must
be ‘taught’ to achieve desired results?
• What is the best way to ‘teach’ the
content and skills?
• What resources will we need?
• How much time might be required for
learning?