Understanding by Design The ‘Big Ideas’ of UbD

3 Stages of (“Backward”) Design 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction

Understanding by Design Template Unit Template Overarching understandings Knowledge and skill to be acquired Essential Questions The UbD template embodies the 3 stages of “Backward Design” The template provides an easy mechanism for exchange of ideas

The “big ideas” of each stage: Assessment Evidence Learning Activities Understandings Essential Questions s t a g e 2 3 Standard(s): 1 Performance T ask(s): Other Evidence: Unpack the content standards and ‘content’, focus on big ideas What are the big ideas? Analyze multiple sources of evidence, aligned with Stage 1 What’s the evidence? Derive the implied learning from Stages 1 & 2 How will we get there?

Components of Each Stage L Learning Plan U Understandings T Task(s) Q Questions R Rubric(s) Content Standards CS OE Other Evidence K Knowledge & Skill

Grade Level Expectations Standards Process Standards Content Standards Grade Level Expectations “I Can” Statements

The big ideas provide a way to connect and recall knowledge Humor Figurative Language Passion Big Idea: A writer’s voice produces a memorable experience in the reader Originality Honesty & Insight

Other Big Ideas in Literacy: Rational persuasion vs. manipulation Audience and purpose in writing A story, as opposed to merely a list of events linked by “and then…” Reading between the lines writing as revision A non-rhyming poem vs. prose Fiction as a window into truth A critical yet empathetic reader A writer’s voice

Questions for identifying truly “big ideas” Does it have many layers and nuances, not obvious to the naïve or inexperienced person? Reflect the core ideas as judged by experts? Is it (therefore) prone to misunderstanding as well as disagreement? Can it be used throughout K-12? Are you likely to change your mind about its meaning and importance over a lifetime?

You’ve got to go below the surface...

to uncover the really ‘big ideas.’

3 Stages of Design, elaborated 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction

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 Q K CS

The “Big Idea” of Stage 1: There is a clear focus in the unit on the big ideas Implications: Organize content around key concepts Show how the big ideas offer a purpose and rationale for the student! You will need to “unpack” Content standards in many cases to make the implied big ideas clear

From Big Ideas to Understandings about them An understanding is a “moral of the story” about the big ideas What specific insights will students take away about the the meaning of ‘content’ via big ideas? Understandings summarize the desired insights we want students to realize

Understanding, defined: They are... Specific generalizations about the “big ideas.” They summarize the key meanings, inferences, and importance of the ‘content’ Deliberately framed as a full sentence “moral of the story” – “Students will understand THAT…” Require “uncoverage” because they are not “facts” to the novice, but unobvious inferences drawn from facts - counter-intuitive & easily misunderstood

Understandings: Examples... Great artists often break with conventions to better express what they see and feel. Friendships can be deepened or undone by hard times History is the story told by the “winners” The storyteller rarely tells the meaning of the story

Knowledge vs. Understanding An understanding is an unobvious and important inference, needing “uncoverage” in the unit; knowledge is a set of established “facts.” Understandings make sense of facts, skills, and ideas: they tell us what our knowledge means; they ‘connect the dots’

Essential Questions What questions – Q Are arguable - and important to argue about Are at the heart of the subject Recur - and should recur - in professional work, adult life, as well as in classroom inquiry Raise more questions – provoking and sustaining engaged inquiry Often raise important conceptual or philosophical issues Can provide organizing purpose for meaningful & connected learning

Sample Essential Questions: Who are my true friends - and how do I know for sure? Does a good read differ from a ‘great book’? Why are some books fads, and others classics? To what extent is geography destiny? How different is a scientific theory from a plausible belief? What is the government’s proper role?

3 Stages of Design: Stage 2 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction

Stage 2 – Assessment Evidence What are key complex performance tasks indicative of understanding? What other evidence will be collected to build the case for understanding, knowledge, and skill? What rubrics will be used to assess complex performance? T OE R

The evidence should be credible & helpful. The big idea for Stage 2 The evidence should be credible & helpful. Assessments should – Be grounded in real-world applications, supplemented as needed by more traditional school evidence Provide useful feedback to the learner, be transparent, and minimize secrecy Be valid, reliable, and fair - aligned with the desired results of Stage 1

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

Assessment of Understanding via the 6 facets i.e. You really understand when you can: Explain, connect, systematize, predict it Show its meaning, importance Apply or adapt it to novel situations See it as one plausible perspective among others, question its assumptions See it as its author/speaker saw it Avoid and point out common misconceptions, biases, or simplistic views

Scenarios for Authentic Tasks 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? G R A S P S

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

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 checks for understanding Student self-assessments

Some key understandings about assessment The local assessment is direct; the MAP is indirect (an audit of local work) The only way to assess for understanding is via contextualized performance - “applying” in the broadest sense our knowledge and skill, wisely and effectively Performance is more than the sum of the drills: using only conventional quizzes and tests is insufficient and as misleading as relying only on sideline drills to judge athletic performance ability

3 Stages of Design: Stage 3 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction

Stage 3 Big Idea: E F C T I V E N G A G IN G and

Stage 3 – Plan Learning Experiences & Instruction A focus on engaging and effective learning, “designed in” What learning experiences and instruction will promote the desired understanding, knowledge and skill of Stage 1? How will the design ensure that all students are maximally engaged and effective at meeting the goals? L

Think of your obligations via W. H. E. R. E. T. O. “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? H E R E T O