Understanding By Design Developing Effective Curriculum Grant Wiggins & Jay McTighe-2006

UBD Education goal: Development and deepening of student understanding. Students understand when they are provided with opportunities to explain, interpret, apply, shift perspective, empathize, and self-assess. These "six facets" provide a conceptual lens where teachers can better assess student understanding.

Explain Interpret Apply Shift Perspective Empathize Self-assess UBD Effective curriculum development:three-stage "backward design” process that delays the planning of classroom activities until goals have been clarified and assessments designed. Avoids the twin problems of "textbook coverage" and "activity-oriented" teaching, in which no clear priorities and purposes are apparent. Performance gains are achieved through regular reviews of results followed by targeted adjustments to curriculum and instruction. Teachers become most effective when seeking feedback from students and use that feedback to adjust approaches to design and teaching. Explain Interpret Apply Shift Perspective Empathize Self-assess

Explain Interpret Apply Shift Perspective Empathize Self-assess Case Study: Approach “A” HA 2225 History of Western Art II This course offers a visual and historical Survey of art from the Renaissance to the Modern Period. The relationship of the artist to the society of the period, as well as the characteristics of painting, sculpture, and Architecture are covered. 2007-2008 Catalog, The Art Institute of Tampa, Volume 5, Number 1. 9/ 2007. Explain Interpret Apply Shift Perspective Empathize Self-assess

Explain Interpret Apply Shift Perspective Empathize Self-assess Case Study: Approach “B” HA 2225 History of Western Art II Course Objectives: The Student will be able to: Demonstrate the visual history of art from the Renaissance to Modernism Have an understanding and appreciation of art from specific periods and movements Stimulate the imagination and create opportunity for increased possibilities in the student’s chosen field AI Miami International University of Art and Design Program Syllabus Explain Interpret Apply Shift Perspective Empathize Self-assess

Explain Interpret Apply Shift Perspective Empathize Self-assess What is curriculum? Textbooks… and supporting peripherals? Institutional mandates? Syllabus? Methods of Instruction and Assessment? Course Topics and Content? Explain Interpret Apply Shift Perspective Empathize Self-assess What about YOU, the instructor?

Explain Interpret Apply Shift Perspective Empathize Self-assess You are the program integrator and keystone in the curriculum construct? YOU ARE THE MOST IMPORTANT ELEMENT OF THE CURRICULUM! Explain Interpret Apply Shift Perspective Empathize Self-assess

Explain Interpret Apply Shift Perspective Empathize Self-assess UBD incorporates: Backward Design and requires that we “Understand Understanding” by examining Six Facets of Understanding EXPLANATION: Requires knowledge of “why” and “how” INTERPRETATION: Ability to synthesize components APPLICATION: Making practical use of knowledge PERSPECTIVE: Develop insights by Critical Analysis EMPATHY: Understanding by relating to the feelings of others SELF-KNOWLEGDE: Honest acknowledgement of one’s strengths and areas of opportunity Explain Interpret Apply Shift Perspective Empathize Self-assess

Explain Interpret Apply Shift Perspective Empathize Self-assess Backwards Planning Stage One: Desired Results Explain Interpret Apply Shift Perspective Empathize Self-assess Understandings: Students will understand that…. What are the big ideas? What specific understandings about them are desired? What misunderstandings are predictable? Essential Questions: What provocative questions will foster inquiry, understanding, and transfer learning. Students will know: What key knowledge and skills will the student acquire as a result of this unit? What should they eventually be able to do as a result of such knowledge and skills? Students will be able to: How key knowledge and skills will be assessed? Applications and transfers of knowledge?

UBD Matrix: Stage One Key Design Questions Design Considerations Filters Design Criteria What the Final Design Accomplishes What are worthy and appropriate results? What are the key desired learnings? What should students come away understanding, knowing, and able to do? What big ideas can frame all these objectives? National & state Standards Local standards Industry standards Regional topic Opportunities Teacher expertise and interest Focused on big ideas and core challenges Unit framed around enduring understandings and essential questions, in relation to clear goals and standards

Explain Interpret Apply Shift Perspective Empathize Self-assess Backwards Planning Stage Two Performance Tasks: Explain Interpret Apply Shift Perspective Empathize Self-assess Through what authentic performance tasks will students demonstrate The desired understandings? Through what criteria will performances of understanding be judged? Other Evidence: Through what other evidence (e.g., quizzes, tests,academic prompts, observations,homework, journals) will students demonstrate achievement of the desired results? How will students reflect upon and self assess their learning?

UBD Matrix: Stage Two Key Design Questions Design Considerations Filters Design Criteria What the Final Design Accomplishes What is evidence of the desired results? In particular, what is appropriate evidence of the desired understanding? Six facets of understanding Continuum of assessment types (Rubrics) Valid Reliable Sufficient Unit anchored in credible and useful evidence of the desired results

Backwards Planning Stage Three Learning Plan…. Learning Activities: Explain Interpret Apply Shift Perspective Empathize Self-assess What learning experiences and instruction will enable students to achieve the desired results? How will the design… W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge,interests)? H = Hook all students and Hold their interest? E = Equip students, help them experience the key ideas and explore the issues? R = Provide opportunities to Rethink and Revise there understandings and work? E = Allow students to Evaluate their work and its implications? T = Be Tailored (personalized) to the different needs, interests, and abilities of learners? O = Be Organized to maximize initial and sustained engagement as well as effective learning?

UBD Matrix: Stage Three Key Design Questions Design Considerations Filters Design Criteria What the Final Design Accomplishes What learning activities and teaching promote understanding, knowledge, skill, student interest, and excellence Research-based repertoire of learning and teaching strategies Appropriate and enabling knowledge and skill Engaging and effective using elements of WHERETO: Where is it going Hook the Students Explore and equip Rethink and revise Exhibit and evaluate Tailor to student needs, interests, and styles Organize for maximum engagement and effectiveness Coherent learning activities and teaching that will evoke and develop the desired understandings, knowledge and skill; promote interest; and make excellent performance more likely

Review Desired Results Backward Planning Stage 1 Explain Interpret Apply Shift Perspective Empathize Self-assess Students will understand that…. Essential Questions Students Will Know: Students Will be Able To: Review

Review Assessment Evidence Backward Planning Stage 2: Explain Interpret Apply Shift Perspective Empathize Self-assess Performance Tasks Other Evidence Review

Review Learning Plan and Learning Activities Backward Planning Stage 3: Learning Plan and Learning Activities Explain Interpret Apply Shift Perspective Empathize Self-assess Where is it going Hook the Students Explore and equip Rethink and revise Exhibit and evaluate Tailor to student needs, interests, and styles Organize for maximum engagement and effectiveness Review

Discuss What are your thoughts? Backward Planning Stages Approach Explain Interpret Apply Shift Perspective Empathize Self-assess What are your thoughts? Can you successfully adapt this method? Next steps… Discuss