a framework for redesign Adapted from Wiggins & McTighe, 2006 Understanding by Design

Basic design process What learning goals do you have for your students? – What do you want them to be able to know/do? What would it mean for students to demonstrate that they’ve learned? – How will you know they’ve got it? – What counts as understanding? What activities will you use to make sure they get there?

Worth being familiar with Important to know and do Levels of learning goals “Enduring” understanding

Levels of learning goals The big idea – Enduring understanding – what do you want students to take away long after they’ve forgotten the details Important knowledge and skills – What you need for performance tasks Worth being familiar with – What should students be exposed to

Determining learning goals: Some questions How central is the topic to the discipline? Does the big idea(s) have value beyond the classroom? Does the topic address ideas that are difficult to understand? Is the topic engaging?

A continuum of assessments Informal checks for understanding Observation/Dialogue Quiz/Test Academic prompt Performance task/Project Formative AND Summative

Design of learning activities: Some questions What knowledge and skills will students need to perform effectively? What activities will equip them with these skills? How is the material most effectively communicated? What materials & resources are best suited to accomplishing these goals? Is the overall design coherent?

The importance of alignment in design What you want students to learn – learning goals How you will know if they know it – assessment strategies How you will help them get there – learning activities and pedagogical practices