pioneer of UNDERSTANDING BY DESIGN

1. Understanding
By
Design
UbD

2. Understanding by Design (UbD) is a conceptual
framework for education anchored on the tenet of
“teaching for understanding.”
by Jay McTighe and Grant P. Wiggins in 1998, UbD
espouses the process of “backward design” in the
development of a school curriculum.

3. Three steps of backward design
Backward design entails three steps:
• Identifying desired results
• Defining acceptable evidence
• Planning learning experiences and instruction

4. Identifying desired results
Desired results cannot be just limited to
traditional parameters such as a good
performance in state assessment tests, but
rather include specific goals that contribute to a
deeper understanding of a topic.

5. Defining acceptable evidence
through the different types of assessment
Refers to the process by which the
educator will teach and gauge the level of
understanding of a student.
3 types of Assessment methods
performance tasks
criteria referenced
assessment
unprompted
assessment

6. Planning learning experiences and
instruction
Details students' activities throughout the
class, lists which resources to be used, and
evaluates if these activities and resources follow
the WHERETO criteria.

7. WHERETO
W=Where is the unit going?What is expected? (students); Where are the students
coming from? (teachers)
H = Hook all students and hold their interest.
E = Equip students, help them experience the key ideas and explore the issues.
R = Provide opportunities to rethink and revise their understandings and work.
E = Allow students to evaluate their work and its implications.
T = Be tailored to the different needs, interests, and abilities of learners.
O = Be organized to maximize initial and sustained engagement as well as effective
learning.

8. This can be illustrated in some activities for
the English class.
For example, showing the movie “Clueless” in class can fulfill the
W, H and E criteria--W, showing an example of creating a work
from a literary source (“Clueless” is a modern adaptation of Jane
Austen's Emma); H, the movie hooks the attention of the
students; and E, as the students enjoy the film, they are able to
experience the key idea that literature can be enjoyed and is
alive.

9. Six Facets of Understanding
• Can explain by providing thorough and justifiable accounts of phenomena, facts
and data;
• Can interpret by offering an individual insight to ideas and events;
• Can apply and use that knowledge to diverse contexts;
• Have perspective by seeing things in the context of the big picture and viewing
these critically;
• Can empathize by finding value in what others may find as implausible, basing a
sensitive perception on prior direct experience;
• Have a self-knowledge or self-awareness that enables them to see what shapes
and impedes their own understanding.

10. Some Key Terms in UbD
Assessment - a long-term, learning-focused act of determining
the extent to which the desired results are on the way to being
achieved and to what extent they have been achieved. This is
different from evaluation in the sense that evaluation is short-term
and credential-focused.

11. Some Key Terms in UbD
Big Idea - the main idea which not only connects all the
disjointed facts that are taught in a class, but also make those
facts worth learning. The building blocks of “understanding,” big
ideas are not necessarily limited to just one area of study. An
example is the big idea of “freedom of speech”: it not only limits
itself to the field of social sciences and the law (basic human
rights, how is it defined in the constitution?) but also extends to
the humanities (the banning of literary works, etc.).

12. Some Key Terms in UbD
Curriculum - the blueprint for learning; it takes and plans content in order to
conduct effective and engaging learning and teaching that are based on the
desired results.
Desired results - the objectives of the course; it consists of intended
outcomes (the understanding), achievement targets and performance
standards (traditional parameters such as national achievement exams).
Understanding - making connections and binding together knowledge into
something that makes sense so that said knowledge can be widely and
effectively applied in realistic tasks and settings.