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Understanding by Design Using “Backward Design” to Create Meaningful Units of Study (Adapted from and based on the work of Grant Wiggins and Jay McTighe)
What IS UbD? ,[object Object],[object Object],[object Object]
The “Big Ideas” of UbD Plans need to be well aligned to be effective This engages and invites students Meaningful Learning Fragmented learning; more difficult, less engaging How transfer occurs; creates connections in learning Understanding via Big Ideas Students fail to apply learning The essence of understanding and the point of schooling Transfer as goal Twin sins: Aimless activity and coverage Plans need to be well aligned to be effective Backward Design If not… Why is this important? UbD big idea
Key points to remember… ,[object Object],[object Object],[object Object],[object Object],[object Object]
Key points to remember… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The difference… The US Constitution was a solution based on compromise to real and pressing problems and disagreements in government They were a brilliant balance and limit of powers. The US Constitution (this is content!) The three branches of US government I want students to understand  THAT … I want students to understand…
What can content mastery do? ,[object Object],[object Object],[object Object],[object Object],[object Object]
Give me an example… ,[object Object],[object Object],[object Object]
Give me one more example… ,[object Object],[object Object],[object Object]
The point… ,[object Object],[object Object],[object Object]
The Three Stages of Backward Design What do I need to do in the classroom to prepare them for the assessment? 3. Plan Learning Experiences How will I know that they know what I want them to know? 2. Determine Acceptable Evidence What is it that I want the students to understand and know and be able to do? 1. Identify Desired Results
The three stages within the unit template Learning Activities:  L Stage 3- Learning Plan Other Evidence:  OE Performance Tasks:  T Stage 2- Assessment Evidence Students will be able to…   S Students will know…   K Essential Questions:  Q Understandings:  U Students will understand that… Established Goals:  G Stage 1- Desired Results
Three Stages ,[object Object],[object Object],[object Object]
The Three Stages of Backward Design Stage 1 What do I need to do in the classroom to prepare them for the assessment? 3. Plan Learning Experiences How will I know that they know what I want them to know? 2. Determine Acceptable Evidence What is it that I want the students to understand and know and be able to do? 1. Identify Desired Results
Stage 1! Learning Activities:  L Stage 3- Learning Plan Other Evidence:  OE Performance Tasks:  T Stage 2- Assessment Evidence Students will be able to…   S Students will know…   K Essential Questions:  Q Understandings:  U Students will understand that… Established Goals:  G Stage 1- Desired Results
Stage 1- Identify Desired Results Established Goals ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Stage 1- Identify Desired Results Established Goals ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How can I tell if something is a Big Idea? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Concepts as Big Ideas What else can you think of? Friendship Perspective Balance Fairness Cycles Conflict Culture Diversity Symbols Power Patterns Migration Communication Interaction Freedom Environment Charity Abundance Exploration Justice Change
Use Big Ideas to form Understandings and Essential Questions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Stage 1- Identify Desired Results Understandings  (Often called “Enduring” Understandings) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Stage 1- Identify Desired Results Understandings ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Stage 1- Identify Desired Results Essential Questions…
Stage 1- Identify Desired Results Essential Questions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What do I do with Essential Questions? ,[object Object],[object Object],[object Object],[object Object]
From Big Ideas, to Understandings, to Essential Questions Big Ideas Literature Culture Human condition Understanding Great literature from  various cultures explores enduring themes and reveals  recurrent aspects of the  human condition Transfer& Independent thinkers Essential Question How can stories  from other places  and times be about me?
Stage 1- Identify Desired Results Knowledge and Skills ,[object Object],[object Object],[object Object]
Stage 1- Identify Desired Results Knowledge and Skills ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Stage 1- Identify Desired Results Knowledge and Skills ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Three Stages of Backward Design Stage 2 What do I need to do in the classroom to prepare them for the assessment? 3. Plan Learning Experiences How will I know that they know what I want them to know? 2. Determine Acceptable Evidence What is it that I want the students to understand and know and be able to do? 1. Identify Desired Results
Stage 2! Learning Activities:  L Stage 3- Learning Plan Other Evidence:  OE Performance Tasks:  T Stage 2- Assessment Evidence Students will be able to…   S Students will know…   K Essential Questions:  Q Understandings:  U Students will understand that… Established Goals:  G Stage 1- Desired Results
Stage 2- Determine Acceptable Evidence ,[object Object],[object Object],[object Object]
Stage 2- Determine Acceptable Evidence ,[object Object],[object Object],[object Object],[object Object],[object Object]
How to tell if you’re thinking like an assessor ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
If you were asking questions on the left side of the last slide, you’re ready to design some assessment evidence!
[object Object],[object Object],[object Object],[object Object],Stage 2- Determine Acceptable Evidence
Continuum of assessment Tests and quizzes Think of anchoring your unit with a performance task. But use the Other Evidence along the way. (i.e. Don’t throw out all your old quizzes!) Observations and dialogues Academic  prompts Informal checks  for understanding Performance tasks Other evidence
What should a Performance Task ask students to do? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Six Facets of Understanding Use these when generating ideas for Performance Tasks! ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How can I create an authentic Performance Task that fosters understanding? Use GRASPS to assist in the creation! ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Remember: Make the tasks real world problems to solve!
Stage 2- Identify Desired Results Performance Tasks ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Consider: Any assessment you design should ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Three Stages of Backward Design Stage 3 What do I need to do in the classroom to prepare them for the assessment? 3. Plan Learning Experiences How will I know that they know what I want them to know? 2. Determine Acceptable Evidence What is it that I want the students to understand and know and be able to do? 1. Identify Desired Results
Stage 3! Learning Activities:  L Stage 3- Learning Plan Other Evidence:  OE Performance Tasks:  T Stage 2- Assessment Evidence Students will be able to…   S Students will know…   K Essential Questions:  Q Understandings:  U Students will understand that… Established Goals:  G Stage 1- Desired Results
Use WHERETO in instructional planning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Note on WHERETO ,[object Object],[object Object],[object Object]
Yes, UbD units are time consuming and challenging to create ,[object Object],[object Object]
The answer is YES. ,[object Object],[object Object],[object Object]

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Understanding Backward Design

  • 1. Understanding by Design Using “Backward Design” to Create Meaningful Units of Study (Adapted from and based on the work of Grant Wiggins and Jay McTighe)
  • 2.
  • 3. The “Big Ideas” of UbD Plans need to be well aligned to be effective This engages and invites students Meaningful Learning Fragmented learning; more difficult, less engaging How transfer occurs; creates connections in learning Understanding via Big Ideas Students fail to apply learning The essence of understanding and the point of schooling Transfer as goal Twin sins: Aimless activity and coverage Plans need to be well aligned to be effective Backward Design If not… Why is this important? UbD big idea
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  • 6. The difference… The US Constitution was a solution based on compromise to real and pressing problems and disagreements in government They were a brilliant balance and limit of powers. The US Constitution (this is content!) The three branches of US government I want students to understand THAT … I want students to understand…
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  • 11. The Three Stages of Backward Design What do I need to do in the classroom to prepare them for the assessment? 3. Plan Learning Experiences How will I know that they know what I want them to know? 2. Determine Acceptable Evidence What is it that I want the students to understand and know and be able to do? 1. Identify Desired Results
  • 12. The three stages within the unit template Learning Activities: L Stage 3- Learning Plan Other Evidence: OE Performance Tasks: T Stage 2- Assessment Evidence Students will be able to… S Students will know… K Essential Questions: Q Understandings: U Students will understand that… Established Goals: G Stage 1- Desired Results
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  • 14. The Three Stages of Backward Design Stage 1 What do I need to do in the classroom to prepare them for the assessment? 3. Plan Learning Experiences How will I know that they know what I want them to know? 2. Determine Acceptable Evidence What is it that I want the students to understand and know and be able to do? 1. Identify Desired Results
  • 15. Stage 1! Learning Activities: L Stage 3- Learning Plan Other Evidence: OE Performance Tasks: T Stage 2- Assessment Evidence Students will be able to… S Students will know… K Essential Questions: Q Understandings: U Students will understand that… Established Goals: G Stage 1- Desired Results
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  • 19. Concepts as Big Ideas What else can you think of? Friendship Perspective Balance Fairness Cycles Conflict Culture Diversity Symbols Power Patterns Migration Communication Interaction Freedom Environment Charity Abundance Exploration Justice Change
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  • 26. From Big Ideas, to Understandings, to Essential Questions Big Ideas Literature Culture Human condition Understanding Great literature from various cultures explores enduring themes and reveals recurrent aspects of the human condition Transfer& Independent thinkers Essential Question How can stories from other places and times be about me?
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  • 31. The Three Stages of Backward Design Stage 2 What do I need to do in the classroom to prepare them for the assessment? 3. Plan Learning Experiences How will I know that they know what I want them to know? 2. Determine Acceptable Evidence What is it that I want the students to understand and know and be able to do? 1. Identify Desired Results
  • 32. Stage 2! Learning Activities: L Stage 3- Learning Plan Other Evidence: OE Performance Tasks: T Stage 2- Assessment Evidence Students will be able to… S Students will know… K Essential Questions: Q Understandings: U Students will understand that… Established Goals: G Stage 1- Desired Results
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  • 36. If you were asking questions on the left side of the last slide, you’re ready to design some assessment evidence!
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  • 38. Continuum of assessment Tests and quizzes Think of anchoring your unit with a performance task. But use the Other Evidence along the way. (i.e. Don’t throw out all your old quizzes!) Observations and dialogues Academic prompts Informal checks for understanding Performance tasks Other evidence
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  • 45. The Three Stages of Backward Design Stage 3 What do I need to do in the classroom to prepare them for the assessment? 3. Plan Learning Experiences How will I know that they know what I want them to know? 2. Determine Acceptable Evidence What is it that I want the students to understand and know and be able to do? 1. Identify Desired Results
  • 46. Stage 3! Learning Activities: L Stage 3- Learning Plan Other Evidence: OE Performance Tasks: T Stage 2- Assessment Evidence Students will be able to… S Students will know… K Essential Questions: Q Understandings: U Students will understand that… Established Goals: G Stage 1- Desired Results
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