1. 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

2. 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

3. 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.

4. 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

5. 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?

6. 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

7. 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

8. 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