1. Understanding by Design (UbD) Wiggins & McTighe A Brief Introduction Dansalan College Foundation High School Department Marawi City, Lanao del Sur Richard S. Tutanes, Acting Principal June 1, 2010

2. “Focus on “Understanding” Explains common practices that interfere with understanding. Explains a backward design process to avoid common problems. Proposes an approach to curriculum designed to engage students in inquiry & “uncovering” ideas. Proposes a set of design standards for achieving quality control in curriculum & assessment designs.

3. “Understanding is the ability to transfer learning to new, different and unique experiences.” Wiggins “To question means to lay open, to place in the open. Only a person who has questions can have real understanding.” Gadamer

4. Focus on Instruction or the Approach Grant Wiggins and Jay McTighe provide a way to move from “covering the curriculum” to “creating curriculum” and understanding with technology

5. Stages of Backward Design stage1 Identify Desired Results Stage 2 Determine Acceptable Evidence Stage 3 Plan Learning Experiences and Instruction

6. Why “backward”? The stages are logical but they go against habits – We’re used to jumping to lesson and activity ideas - before clarifying our performance goals for students – By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results

7. The “big ideas” of each stage: Assessment Evidence LearningActivities Understandings Essential Questions s t a g e 2 s t a g e 3 Standard(s): s t a g e 1 PerformanceTask(s):Other Evidence: Unpack the content standards and ‘content’, focus on big ideas Analyze multiple sources of evidence, aligned with Stage 1 Derive the implied learning from Stages 1 & 2 What are the big ideas? What’s the evidence? How will we get there?

8. Each element is found behind a menu tab when designing units Understandings Questions Content Standards Knowledge & Skill Task(s) Rubric(s) Other Evidences Learning Plan Stage 1 Stage 2Stage 3

9. Not necessary to fill in the template “in order” There are many ‘doorways’ into successful design – you can start with... – Content standards – Performance goals – A key resource or activity – A required assessment – A big idea, often misunderstood – An important skill or process – An existing unit or lesson to edit

10. Exchange features provide other entry points You can – – Search for, find, and attach other designers’ essential questions and understandings to your own unit – Use the web links provided to find ideas on relevant sites for each design element – Study exemplary units and adapt them to your own needs and interests

11. Misconception Alert: the work is non-linear It doesn’t matter where you start as long as the final design is coherent (all elements aligned) – Clarifying one element or Stage often forces changes to another element or Stage – The template “blueprint” is logical but the process is non-linear (think: home improvement!)

12. Establishing Curricular Priorities Enduring Understanding Worth being familiar with Important to know and do ©1998 Grant Wiggins and Jay McTigheWorth

13. Filters for Selecting Understandings Represent a big idea having enduring value beyond the classroom. Reside at the heart of the discipline (involve “doing” the subject). Require un-coverage (of abstract or often misunderstood ideas). Offer potential for engaging students.

14. Practically speaking, this means… Turning content standards and outcome statements into question form. Designing assignments and assessment that evoke possible answers

15. The Big Ideas To determine the Big Ideas for your unit or course, ask yourself… – Why? So what? – What is the “moral of the story”? – How is _____ applied in the world beyond the classroom? – What couldn’t we do if we didn’t understand _____? Avoid truisms, facts, definitions!

16. The big ideas provide a way to connect and recall knowledge The Parallel postulate S.A.S. Congruence A 2 + B 2 = C 2 Like rules of a gameLike Bill of Rights Big Idea: A system of many powerful inferences from a small set of givens

17. “Big Ideas” are typically revealed via – – Core concepts – Focusing themes – On-going debates/issues – Insightful perspectives – Illuminating paradox/problem – Organizing theory – Overarching principle – Underlying assumption – (Key questions) – (Insightful inferences from facts)

18. Big Ideas in Literacy: Examples – Rational persuasion (vs. manipulation) – audience and purpose in writing – A story, as opposed to merely a list of events linked by “and then…” – reading between the lines – writing as revision – a non-rhyming poem vs. prose – fiction as a window into truth – A critical yet empathetic reader – A writer’s voice

19. Some questions for identifying truly “big ideas” – Does it have many layers and nuances, not obvious to the naïve or inexperienced person? – Can it yield great depth and breadth of insight into the subject? Can it be used throughout K-12? – Do you have to dig deep to really understand its subtle meanings and implications even if anyone can have a surface grasp of it? – Is it (therefore) prone to misunderstanding as well as disagreement? – Are you likely to change your mind about its meaning and importance over a lifetime? – Does it reflect the core ideas as judged by experts?

20. You’ve got to go below the surface... to uncover the really ‘big ideas.’

21. Stage 1 – Identify desired results. Key: Focus on Big ideas – Enduring Understandings: What specific insights about big ideas do we want students to leave with? – What essential questions will frame the teaching and learning, pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content? – What should students know and be able to do? – What content standards are addressed explicitly by the unit?

22. The “big idea” of Stage 1: There is a clear focus in the unit on the big ideas Implications: – Organize content around key concepts – Show how the big ideas offer a purpose and rationale for the student – You will need to “unpack” Content standards in many cases to make the implied big ideas clear

23. From Big Ideas to Understandings about them An understanding is a “moral of the story” about the big ideas – What specific insights will students take away about the the meaning of ‘content’ via big ideas? – Understandings summarize the desired insights we want students to realize

24. Essential Questions … Have no simple ‘right answer; they are meant to be argued and discussed (discovered, uncovered) Designed to provoke and sustain inquiry Often address the foundational or historical issues of a subject Lead to more questions Naturally come back again when learning Encourage ongoing re-thinking of big ideas, assumptions, prior learning (transference…) Could be overarching or topical

25. Essential questions Are arguable-and important to argue about. Are at the heart of the subject. Recur--and should recur--in professional work, adult life, as well as in the classroom inquiry. Raise more questions-provoking and sustaining engaged inquiry. Often raise important conceptual or philosophical issues. Can provide purpose for learning.

26. Essential vs. leading Q’s Essential – Asked to be argued – Designed to “uncover” new ideas, views, lines of argument – Set up inquiry, heading to new understandings. Leading – Asked as a reminder, to prompt recall – Designed to “cover” knowledge – Point to a single, straightforward fact-a rhetorical question

27. Some examples of Essential Questions Is there enough to go around (e.g., food, clothes, water)? Are mathematical ideas inventions or discoveries? Does art reflect culture or shape it? Who owns what and why? What do we fear?

28. Sample Essential Questions: – Who are my true friends - and how do I know for sure? – How “rational” is the market? – Does a good read differ from a ‘great book’? Why are some books fads, and others classics? – To what extent is geography destiny? – Should an axiom be obvious? – How different is a scientific theory from a plausible belief? – What is the government’s proper role?..\..\Intel Teach (E)\ProgramCD\Essential_Questions\EQ-Full_medium_res.mpg

29. Big Picture of a Design Approach KEY DESIGN QUESTION DESIGN CONSIDERATIONS FILTERS (DESIGN CRITERIA) WHAT THE FINAL DESIGN ACCOMPLISHES Stage 1: What is worthy and requiring of understanding? DepEd standard Institution Standard Teacher expertise and interest Enduring ideas. Opportunities for authentic, discipline- based work. Uncoverage. Engaging. Unit framed around enduring understandings and essential questions Stage 2: What is evidence of understanding? Six facets of understanding. Continuum of assessment types. Valid. Reliable. Sufficient. Authentic work. Feasible. Student friendly Unit anchored in credible and educationally vital evidence of the desired understandings. Stage 3: What learning experiences & teaching promote understanding, interest, and excellence? Research based repertoire of learning & teaching strategies. Essential & enabling knowledge & skill. WHERE Where is it going? Hook the students. Explore & equip. Rethink & revise. Exhibit & evaluate. Coherent learning experiences & teaching that will evoke & develop the desired understandings, promote interest & make excellent performance more likely.

30. Six Facets of Understanding Can explain Can interpret Can apply Has perspective Can empathize Has self-knowledge

31. Facet 1: Explanation Definition  “sophisticated and apt explanations and theories, which provide knowledgeable and justified accounts of events, actions, and ideas.” (Wiggins & McTighe,1998) What does this mean?  A student who understands can explain. To explain is to provide thorough, supported, and justifiable evidence and argument. Student who are able to explain can make predictions, ask key questions, provide insights and identify the “big idea”.

32. Facet 2: Interpretation Definition  “interpretations, narratives, and translations that provide meaning.” (Wiggins & McTighe, 1998) What does this mean?  A student who understands can interpret. To interpret is to tell meaningful stories that offer various translations; providing background knowledge to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models.

33. Facet 3: Application Definition  “ability to use knowledge effectively in new situations and diverse contexts. (Wiggins & McTighe, 1998) What does this mean?  A student who understands can apply effectively. Students use and adapt what is known in various contexts. Students are able to adjust as they understand.

34. Facet 4: Perspective Definition  “critical and insightful points of veiw.” (Wiggins & McTighe,1998) What does this mean?  A student who understands has perspective. Perspective is when a student can see and hear points of view through critical eyes and ears; know the limits and the worth of an idea; can see the big picture.

35. Facet 5: Empathy Definition  “the ability to get inside another person’s feelings and worldview.” (Wiggins & McTighe,1998) What does this mean?  A student needs to empathize to understand. To empathize is to find value in another’s situation or idea; assume that an odd idea may contain worthwhile insights; see incomplete or incorrect elements of ideas; explain misconceptions viewed by others.

36. Facet 6: Self-Knowledge Definition  “the wisdom to know one’s ignorance and how one’s patterns of thought and action inform as well as prejudice understanding.” (Wiggins & McTighe,1998) What does this mean?  Self-Knowledge is the ability to perceive the personal style, prejudices and get beyond them; recognize strengths and weaknesses; question ones own ideas; accept feedback from others.

37. Rubric for the Six Facets of Understanding Criteria for each facet: –Explanation –accurate –Interpretation –meaningful –Application –effective –Perspective –credible –Empathy –sensitive –Self-knowledge-self-aware

38. What the Facets Imply for Unit Design Uncoverage vs. coverage: –Text is resource vs. text is syllabus. –Main ideas suggest the kinds of performances vs. assessment is viewed as a test based on text.

39. Two Different Approaches Thinking like an AssessorThinking like an Activity Designer What would be sufficient and revealing evidence of understanding? What would be interesting and engaging activities on this topic? What performance tasks must anchor the unit and focus the instructional work? What resources and materials are available on the topic? How will I be able to distinguish between those who really understand and those who don’t (though they may seem to)? What will students be doing in and out of class? What assignments will be given? Against what criteria will I distinguish work? How will I give students a grade (and justify it to their parents) What misunderstandings are likely? How will I check for those? Did the activities work? Why or why not?

40. Implications for Teaching Acquisition of Organized Knowledge Development of Intellectual Skills Enlarged Understanding of Ideas and Values Didactic InstructionCoaching, Exercises, and Supervised Practice Socratic Questioning and Active Participation

41. Design Standards are Important Helps us understand: –What is worthy of understanding in this unit? –What counts as evidence that students really understand and can use what we’re teaching? –What knowledge and skills must we teach to enable them to apply their knowledge in meaningful ways?

42. Ideally… Units would be reviewed with others in a peer review process. Units would be documented with all the information including handouts required and exemplars. Units would be made available to share.

43. A Process, not an Event Takes place over time –3 to 5 years minimum. Can adapt any or all of these perspectives and incorporate others. Emphasis on student understanding is key.

44. Stage 2 – Assessment Evidence Template fields ask: – What are key complex performance tasks indicative of understanding? – What other evidence will be collected to build the case for understanding, knowledge, and skill? – What rubrics will be used to assess complex performance?

45. The big idea for Stage 2 The evidence should be credible & helpful. Implications: the assessments should – – Be grounded in real-world applications, supplemented as needed by more traditional school evidence – Provide useful feedback to the learner, be transparent, and minimize secrecy – Be valid, reliable - aligned with the desired results of Stage 1 (and fair)

46. Just because the student “knows it” … Evidence of understanding is a greater challenge than evidence that the student knows a correct or valid answer – Understanding is inferred, not seen – It can only be inferred if we see evidence that the student knows why (it works) so what? (why it matters), how (to apply it) – not just knowing that specific inference

47. Reliability: Snapshot vs. Photo Album We need patterns that overcome inherent measurement error – Sound assessment (particularly of State Standards) requires multiple evidence over time - a photo album vs. a single snapshot

48. Big Ideas Worth understanding Important to know& do Worth being Familiar with Assessment types Traditional quizzes& tests paper/pencil selected-response constructed response Performance tasks & projects open-ended complex authentic

49. For Reliability & Sufficiency: Use a Variety of Assessments Varied types, over time: – authentic tasks and projects – academic exam questions, prompts, and problems – quizzes and test items – informal checks for understanding – student self-assessments

50. Some key understandings about assessment The only way to assess for understanding is via contextualized performance - “applying” in the broadest sense our knowledge and skill, wisely and effectively Performance is more than the sum of the drills: using only conventional quizzes and tests is insufficient and as misleading as relying only on sideline drills to judge athletic performance ability for example.

51. Scenarios for Authentic Tasks Build assessments anchored in authentic tasks using GRASPS: – G-What is the Goal in the scenario? – R-What is the Role? – A-Who is the Audience? – S-What is your Situation (context)? – P-What is the Performance challenge? – S-By what Standards will work be judged in the scenario?

52. Stage 3 big idea: EFFECTIVEEFFECTIVE and ENGAGINGENGAGING

53. Stage 3-Plan learning experience and instruction A focus on engaging and effective learning, “designed in” – What learning experiences and instruction will promote the desired understanding, knowledge and skill? – How will you best promote the deepening of insight and interest? – How will you prepare students for the performance(s)?

54. Stage 3 – Plan Learning Experiences & Instruction A focus on engaging and effective learning, “designed in” – What learning experiences and instruction will promote the desired understanding, knowledge and skill of Stage 1? – How will the design ensure that all students are maximally engaged and effective at meeting the goals?

55. Think of your obligations via W. H. E. R. E. T. O. “ Where are we headed?” (the student’s Q!) How will the student be ‘hooked’? What opportunities will there be to be equipped, and to experience and explore key ideas? What will provide opportunities to rethink, rehearse, refine and revise? How will students evaluate their work? How will the work be tailored to individual needs, interests, styles? How will the work be organized for maximal engagement and effectiveness? W H E E R T O..\My Videos\teach well.wmv