Understanding by Design

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A brief description of the Instructional Design model "Understanding by Design."

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Understanding by Design

  1. 1. Understanding By DesignThe Backwards Approach to Curriculum Design Jeffrey Schlaudecker MD
  2. 2. Understanding by Design — a model ofinstructional design How can you unpack content standards to identify the important big ideas that you want students to understand? How do you know that students truly understand and can apply their understanding in a meaningful way? How can you design courses and units to emphasize understanding rather than coverage? YOU DESIGN CURRICULUM BACKWARDS!
  3. 3. UbD: Three stagesUbD is logical informat, but only“backward” due tohabit and traditionin field ofeducation andinstructionaldesign. Figure: Wiggins, G. P., McTighe, J., Kiernan, L. J., Frost, F., & Association for Supervision and Curriculum Development. (1998). Understanding by design. Alexandria, Va: Association for Supervision and Curriculum Development.
  4. 4. Understanding By Design Three stages to UbD  1. Identify desired results  Examine goals, look at content standards, review curiculum expectations  2. Determine acceptable evidence  What will be the evidence of student proficiency?  How will we know that learners have achieved desired results?  3. Plan learning experiences and instruction  What are the most appropriate instructional activities?  Only at step three can teaching methods, lesson plans, and appropriate resource material be
  5. 5. Stage 1: Identify desired results What are the goals that the content will target? What specific understandings are desired?  “Students will understand that…” What essential questions will be considered? What new key knowledge and skills will be acquired by students  “students will know…”  “students will be able to…” Figure: Wiggins, G. P., McTighe, J., Kiernan, L. J., Frost, F., & Association for Supervision and Curriculum Development. (1998). Understanding by design. Alexandria, Va: Association for Supervision and Curriculum Development.
  6. 6. Prioritize learning goals What concepts should be students be Worth Being Familiar familiar with With Important to Know What important and Do knowledge and skills must students have for mastery Anchors the unit; Enduring Why is this topic Understanding worth studyingWiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and CurriculumDevelopment
  7. 7. Stage 2: Determine acceptable evidenceFigure: Wiggins, G. P., McTighe, J., Kiernan, L. J., Frost, F., & Association for Supervision and CurriculumDevelopment. (1998). Understanding by design. Alexandria, Va: Association for Supervision andCurriculum Development.
  8. 8. Stage 3: Plan learning experiences and instructionFigure: Wiggins, G. P., McTighe, J., Kiernan, L. J., Frost, F., & Association for Supervision and CurriculumDevelopment. (1998). Understanding by design. Alexandria, Va: Association for Supervision andCurriculum Development.
  9. 9. UbD: Six Facets of Understanding Explanation Sophisticated explanation and theories Interpretation Narratives, translations, metaphors, etc. that provide meaning Application Ability to effectively apply knowledge in a variety of contexts Perspective Critical and insightful points of view. Recognize the significance of ideas Empathy Ability to see things from other points of view Self-Knowledge Deeply aware of own boundaries and ability to recognize the limits of othersWiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and CurriculumDevelopment
  10. 10. Wiggins, G. P., McTighe, J., Kiernan, L. J., Frost, F., & Associationfor Supervision and Curriculum Development. (1998).Understanding by design. Alexandria, Va: Association forSupervision and Curriculum Development.

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