Understanding by Design An Overview

What is Understanding by Design ? A conceptual foundation based on the six facets of understanding An instructional design that encompasses big ideas and enduring understanding A process approach to thinking An implementation process that involves planning, revising, teaching, assessing, reflecting, and adjusting as needed Talking Points: Purposeful, with specific goals It is not of prescriptive Robust approach to planning This process is appropriate for areas where students need deep and sophisticated understanding and are at the appropriate developmental levels. For example, it is not appropriate for skill based learning such as the alphabet, basics in a foreign language, basic computation Central to the design approach is designing lessons and assessments that anticipate and evoke and overcome student misconceptions

The Six Facets of Understanding Explanation Interpretation Application Perspective Empathy Self-Knowledge Talking Points: Explanation: Provide thorough, supported and justifiable accounts of phenomena, facts, and data. Interpretation: Tell meaningful stories, offer apt translations, provide historical or personal dimensions to ideas and events; make them personal or accessible through anecdotes, analogies, and models. Application: Effectively use and adapt what one knows in diverse contexts. Perspective: Critically see various points of view; see the big picture. Empathy: Find value in what others might find different or implausible; perceive sensitively based on prior experiences Self-Knowledge: Perceive the personal style, prejudices, projections, and habits of mind that both shape and impede one’s own understanding. One is aware of what one does not understand, of why understanding is so hard, and of how one comes to understand.

Rationale for Understanding by Design Focuses on goals related to the “big ideas,” enduring understandings, and rigorous performance Clarifies the desired outcomes and the evidences of learning Makes assessment central to the curriculum design Taking Points: …for both teachers and students A constant challenge for teachers is that a content focus may not address the questions of why students are completing a particular task, what are the expected learnings? Students are asked to make meaning of the learning with respect to the big idea or enduring understanding. Engaging in reflection is key to building student understandings. Assessment is central, not an afterthought.

The Backwards Design Process To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction. ~Stephen Covey The Seven Habits of Highly Effective People Stage 1: Identify desired results Stage 2: Determine acceptable evidence Stage 3: Plan learning experiences and instruction

Stage1: Identify Desired Results Established Goals Identify the relevant goals for this unit Ensure that goals meet the expectations of content standards, program objectives, and/or learning outcomes

Stage1: Identify Desired Results ( continued) Understanding Identify “big ideas” Frame the big ideas as specific understandings Consider possible misconceptions that students may have and how to address them Specifically, what do you want students to understand about them?

Stage1: Identify Desired Results ( continued) Essential Questions Select/develop essential questions to guide inquiry into the big ideas Align essential questions to the appropriate taxonomic level of the targeted standards and benchmarks

Stage1: Identify Desired Results ( continued) Identify key knowledge and skills… Knowledge Students will know… Key concepts and processes that support the big ideas Skills Students will be able to…. Demonstrate their understanding of the acquired knowledge

Stage 2: Determine Acceptable Evidence Types of assessment evidence: Authentic performance tasks and criteria-based rubrics (for products and performances) Other evidence (formative and summative, e.g. quizzes, tests, observations, prompted writing, and speaking) Self-assessment Goal: to obtain valid, reliable, credible, and useful evidence. Think like an assessor! Student assessments focus on applying their knowledge and explaining their thinking (metacognition)

Stage 2: Determine Acceptable Evidence (continued) Key Design Elements Create evidence based on big understandings, knowledge, and skills Utilize the 6 facets of understanding Identify criteria to develop rubric Use G.R.A.S.P.S. elements to design performance tasks (Goal, Role, Audience, Situation, Product/Performance and Purpose, and Standards and criteria for success) Identify other evidence needed Determining the extent to which the desired goals have been achieved

Stage 3: Plan Learning Experiences and Instruction Create an Effective and Engaging Learning Plan Know your learning goals, reasons for learning the content, and learning criteria Engage students with a hook Provide opportunities to: Explore big ideas to prepare students for performance task Rethink, rehearse, revise, and/or refine work based on effective feedback Evaluate work and set goals Address interest and learning styles Goal: to consider the instructional strategies and experiences needed to achieve the desired targets. Effective feedback is descriptive as well as timely.

Stage 3: Planning Experiences and Instruction (continued) Key Design Elements Consider what needs to be uncovered vs. covered Use W.H.E.R.E.T.O. Where are we going? Why? What is expected? Hook Equip students for the performance task Rethink and Revise Evaluate (self), and reflect on one’s own leaning Tailor learning to student needs, interest, and styles Organize and sequence learning Use formative and summative assessments Use 6 facets of understanding to generate new ideas Test learning plan and ensure alignment to learning targets Key Design Elements: Developing the Learning Plan Covered vs. uncovered: Covered refers to the direct instruction of content. Uncovered is what you would have your students “discover” to understand those big ideas and deeper meanings (i.e. discovery learning).

Putting it All Together…The UbD Lesson Plan Template

Questions?