Understanding By Design by Wiggins & McTighe VaNTH-PER Workshop November 22, 2003 The University of Texas at Austin presented by Barb Austin Understanding By Design by Wiggins & McTighe

Desired Results What should students know, understand, and be able to do? What is worthy of understanding? What enduring understandings are desired? UbD is based on the idea of intentional curriculum—of constructing what happens in the classroom in such a way that there is congruence between classroom events and what we want students to walk away with

Backwards Design Identify desired results Determine acceptable evidence Plan learning experiences and instruction 1: The questions we just looked at 2: What would show that students understand, show what they can do—there is a continuum of evidence that include informal checks for understanding, observation or dialogue, quiz/text; academic prompts; performance tasks 3: What enabling knowledge is necessary; what activities will equip students; what needs to be taught or coached; what materials or resources are best suited to meet goals Ubd is NOT a prescriptive, step-by-step approach—it is a set of criteria that by the end of planning, should have been completed It can start with TEKS, a skill, an activity, etc.

Curriculum Frame Worth being familiar with Important to know and do Should attend to all three types in the challenge. “Enduring understanding” should lie at the heart of the challenge or problem “Enduring” understanding

Four Filters To what extent does the idea, topic, or process represent a “big idea” having enduring value beyond the classroom? To what extent does the idea, topic, or process lie at the heart of the discipline? To what extent does the idea, topic, or process require uncoverage? To what extent does the idea, topic, or process offer potential for engaging students?

Skills v. Understanding Reading text The author’s meaning in a story is rarely explicit; one must read between the lines Creating scoring opportunities in soccer One needs to create space, spreading the defense as broadly and deeply as possible Asking directions in Spanish Knowing whether or not one has been understood requires attention to nonverbal as well as verbal feedback Speaking persuasively in public Persuasion often involves an emotional appeal to the particular wishes, needs, hopes, and fears of an audience, irrespective of how logical and rational the argument

Six Facets of Understanding Has Perspective Sees points of view through critical eyes and ears; sees the big picture Can Empathize Finds value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience Has Self-knowledge Perceives 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 hard, and of how one comes to understand Can Explain Provide thorough, supported, and justifiable accounts of phenomenon, facts, and data Can Interpret Tells meaningful stories; offers apt translations; provides a revealing historical or personal dimension to ideas and events; make them personal or accessible through images, anecdotes, analogies, and models Can Apply Effectively uses and adapts what he or she knows in diverse contexts

Understanding by Design Legacy Cycle Understanding by Design Generate Ideas Multiple Perspectives Research & Revise Test Your Mettle Go Public Look Ahead & Reflect Back Can Explain Can Interpret Can Apply Has Perspective Can Empathize Has Self-knowledge