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/ 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-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!) !

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/ 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/ Identify desired results 2. Determine acceptable evidence 3. 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

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