2. Where do these terms come from?
Understanding by design by McTighe and Wiggins “UbD”
Developers of the concept of Design Down or Backward design for curriculum development

3. Principles of Understanding by Design
Planning is best done “backward” from the desired results
“plan with the end in mind”
Expectations are transformed into targets based upon “big ideas,” essential questions and transfer tasks

4. U by D demands a shift in focus
From:
Teach for content mastery
Discrete skills or facts out of context
“Linear” superficial coverage
Text as Curriculum
To:
Help students learn to use content and understand
Draw on skills in realistic contexts & authentic tasks
A curriculum based upon reoccurring “big ideas” and core tasks
Text as a resource in support of learning goals

5. How does it fit? Three stages of Backward Design
Stage 1: Identify Desired Results
Expectations to Big Ideas to Essential Questions to Skills and Knowledge needed to achieve this
Stage 2: Determine Acceptable Evidence
“Begin with the end in mind”
Think about what Core Tasks; Performance Tasks or demonstrations of learning will provide valid evidence of a student’s ability to achieve the desired results
Stage 3: Plan Learning Experiences
Plan lessons in a structured way under the umbrella of essential questions.

6. Why is this important?
Curriculum design requires us to make choices about what is essential NOW to help our learners in the future.
Learning not tied to real-world experiences is soon forgotten.
Promotes real learning
Without transparent and important priorities - stated as performance, not content - neither teacher nor student can be effective.

8. What is a Big Idea?
A big idea offers a conceptual framework allowing the learner to explore answers to the essential questions involving a unit of study.
-Grant Wiggins
Answer questions like:
Why exactly are we teaching…?
What couldn’t people do if they didn’t understand…?
What do we want students to understand and be able to do 5 years from now? Or, for the rest of their lives?

9. But…
“What is big to the teacher or the expert in the field is often abstract, lifeless, confusing, or irrelevant to the student. What may be a vital conception to the expert in the field of study may well seem nonsensical, unintelligible, or of little interest to the novice.” p. 75 UbD
“The challenge of teaching for understanding is largely the challenge of making the big ideas in the field become big in the mind of the learner.” p. 75 UbD

10. What is an enduring understanding?
A Big Idea is developed by the lessons that organize the learning of the skills and knowledge that allow students to uncover its meaning by answering essential questions.

11. Why are Big Ideas important?
Student engagement increases
Curriculum ties to other courses and life
Authentic tasks make it real
Students know the reason why they are doing each lesson as it fits into the big picture of the
Essential Questions are generated from Big Ideas and form the basis for our lessons and student learning by linking knowledge and skills to a greater purpose and creating deeper understanding.
Essential questions are worded in language students can understand
Deeper understanding allows students to transfer knowledge and skills to meet new challenges.

12. Big Idea checklist…
Does it have many layers not obvious to the inexperienced learner? Is it an “Umbrella term”
Does one have to dig deep to truly understand its meaning or implications?
Is it prone to disagreement?
Might it change over time?
Does it go to the core of the curriculum? Is it historically important yet, still alive in the field for debate?

13. Big Idea checklist continued…
6. Is it transferable to new situations and learnings a student will meet in the future?
Is it abstract, not obvious?
8. Does it allow students to ask and re-ask questions to clarify and uncover the idea as they go through the unit?

14. What a Big Idea is not… A question A concept or piece of knowledge
A narrow concept
Written as an objective/expectation of students
An activity (e.g. can sort words into lists of nouns and verbs)
A cognitive skill – can count to ten.

15. Practice
Divide into small groups, brainstorm a list of possible BIG IDEAS together...
-Ask: Is this topic important to other people?
-Ask: Can it be examined from other disciplines?

16. Select three big ideas for group Lino
Grey – Big Ideas
Green – Science
Blue – Social Studies
Red – math
Yellow – Communication Arts
Purple- Visual Arts

17. References
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