Understanding by Design Developed by Grant Wiggins and Jay McTighe Published by the Association for Supervision and Curriculum Development (ASCD) A.K.A as “Backward Design”

Understanding by Design (3 stage design process) Purpose:  Improve students achievement Focus: Backward design  Teacher as the assessor and designer  Develop standard-driven curriculum goals  Revealing assessments of student understanding  Engaging learning activities.

Understanding by Design What it does:  Eliminates coverage and activity-focused teaching (traditional teaching)  Eliminates textbooks as sole curriculum (use of technology and other sources to build meaningful lessons) Result:  Deeper understanding of facts learned  Transference  Coherence “experience”.

Begin with end  What do you want the end result to be?  How and what will be assessed at the end? “Big Idea”  Will connect all facts learned through out the unit.

Three steps of backward design Stages: 1.Identifying desired results 2.Defining acceptable evidence 3.Planning learning experiences and instruction

Stage 1 - Identifying desired results 1. Goals – Standards content objectives that must be met for grade level and/or subject. 2. Knowledge and skills - What students will know and be able to do. 3. Essential Questions – Open ended Questions Make students think 4. Enduring Understanding – “Big ideas”  Use what learned in other settings – transfer of learning

Important Essential Questions  Arguable  Raise more question  Have no obvious right answer  Can be recurring  Addresses the central idea of a subject  Encourages thinking

Stage 2 - Define acceptable evidence of understanding through assessment  Informal checks for understanding  Observation/Dialogue  Quiz/Test  Academic Prompt (stimulates critical thinking…)  Performance task/Project

Performance tasks and projects Complex and open-ended “Big Idea” Traditional Quizzes and tests  selected- response  constructed response Important to know and do Worth being familiar with Enduring understanding

6 Facets of Understanding Student will be able to  explain demonstrate understanding  interpret offering an individual insight  apply knowledge to new contexts  perspective by seeing the big picture and viewing them critically  empathize sensitive to other point of views  self-knowledge self-awareness that enables them to see what shapes their learning experience

Stage 3 - Planning learning experiences and instruction  Design the lesson Specific engaging learning experiences, activities and instruction are planned for each unit using diverse resources  W.H.E.R.E.T.O. (acronym)helps meet requirements needed for the unit

W.H.E.R.E.T.O.  W = Where is unit going? What is expected? Why?  H = Hook and hold students interest.  E = Equip students for expected performance.  R = Provide opportunities to rethink, refine and revise  E = Allow students to evaluate their work and understanding.  T = tailored to different needs, interests, and learning styles.  O = Be organized to maximize learning experience.

Works Cited "Authentic Education - What Is UbD?" Authentic Education. N.p., n.d. Web. 08 Oct "Membership." Understanding by Design® Framework. N.p., n.d. Web. 08 Oct "Understanding by Design." - WikiPilipinas: The Hip 'n Free Philippine Encyclopedia. N.p., n.d. Web. 08 Oct