Stage 1 of Understanding by Design involves identifying the desired results of a curriculum. It includes establishing goals, content standards, essential understandings, and essential questions. The goals define what students should know and be able to do. The content standards specify important knowledge and skills. Essential understandings articulate the big ideas and concepts. Essential questions are open-ended questions that spark inquiry into those understandings.

1. “New Dimensions Through
Curriculum Innovations Towards
Challenges in the 21st Century
March 5-6,2011
AVR, MSU-CETD Campus
Teacher as designer
The “Big Idea”
Topic 2
Stage 1: Outcomes
Stage 2: Assessment
Stage 3: Learning Plan
10 Principles of UBD
Strength of UBD Presented by
Challenges & Problems of Dr. Maria Theresa P. Pelones
UBD Doctor in Management
3/7/2011 /Mtppelones/UBD/030111 1

2. [Click to view the
video]
To begin with the end in
mind means to start with a
clear understanding of
your destination.
( Stephen Covey,
1994)
3/7/2011 /Mtppelones/UBD/030111 2

3. Design  Teachers are designers an essential act
means to of our profession is the crafting of our
curriculum and learning experiences to
have
meet specific purposes.
purposes and
intentions; to
plan and
 designers of assessments to
BACKWARD
execute (Oxford
English Dictionary) diagnose student needs that
DESIGN
guides our teaching and to enable
us, our students and others to
determine whether we achieve our
goals
 Good
Design are
shape by
clear  designers should start with much more
conception careful statement of the desired result-the
of the priority learnings- and to derive the
vision of curriculum from the performances called for
or implied in the goals
desired
results.
3/7/2011 /Mtppelones/UBD/030111 3

4. Why “backward”?
The stages are logical but they
go against habits
BACKWARD
DESIGN
By thinking through
We’re used to the assessments
jumping to lesson upfront, we ensure
and activity ideas - greater alignment
before clarifying of our goals and
our performance means, and that
goals for students teaching is focused
on desired results
3/7/2011 /Mtppelones/UBD/030111 4

5. Students Learn actively not passive.
Educators should consider big ideas
when designing and delivering instruction
Learning depends in 3
Students learn best dominant brain functions
Student culture,
when they actively (1) innate search for learning
experiences and
construct meaning (2) ongoing connection bet
previous knowledge emotion and cognition
thru experience-based
shape all new learning
learning activities (3) innate disposition to find
patterns in learning
BIG IDEA
Learning is heavily
situated; students Student learn best when
Knowing or being able studying a curriculum
application and
to do something does replaces simple coverage
transfer of learning to with in-dept inquiry and
not guarantee that the
new situations and with independent
learner understands it.
context does not application experiences.
occur automatically
Student benefit from
curriculum that cues
them into big ideas,
enduring
understandings and
essential questions
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6. Enduring understanding are statements that clearly
articulate big ideas that have lasting value. Essential questions
are big, open-ended interpretive questions that have no obvious
answer
Transfer to other
contexts.
Serves as an
BIG IDEA
organizer for Manifest itself in
connecting various ways
important facts, within disciplines.
skills and actions.
Provides a
Requires
“conceptual Big uncoverage
lens” for
Ideas is because it is an
prioritizing the
abstraction.
concept.
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7. 10 Major Design Principles of UbD
Students Learn actively not passive. Educators should
consider big ideas when designing and delivering
instruction
“Big Ideas” are Core Focusing
typically revealed concepts themes
via –
On-going Illuminating
BIG IDEA
debates/ Insightful paradox/
perspectives
issues problem
Organizing Overarching Underlying
theory principle assumption
(Insightful
(Key questions) inferences
Q from facts)
U
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8. The big ideas provide a
way to connect and
recall knowledge
Like rules
of a game
Like Bill of
Rights
Parallel
Postulates
BIG IDEA
BIG IDEA
A system of many
powerful inferences
SAS from small set of A2+B2=C2
Congruence givens
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9. At the heart of teaching for understanding is the creation of
consensus-driven curriculum that clearly distinguishes between and
among what is just worth being familiar with what students should
know, be able to do and understand.
The best instructional designs are backward that is they begin with
desired results, rather than with instructional activities. UbDs
backward design process involves three interrelated stages
Understanding by Design Template: the
basis of Exchange
BIG IDEA
1. The ubd template embodies the 3
stages of “Backward Design”
2. The template provides an easy
mechanism for exchange of ideas
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10. The “big ideas” of each
stage:
Standard(s):
Unpack the content Understandings Essential Questions
standards and ‘content’, s
focus on big ideas
t
a
g
e What are the big ideas?
1
BIG IDEA
Assessment Evidence
Performance Task(s): Other Evidence:
Analyze multiple s
t
a
sources of evidence,
g
e
aligned with Stage 1
2 What‟s the evidence?
Learning Activities
s
t
a
g
Derive the implied
e
3
How will we get there?
learning from
Stages 1 & 2
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11. STAGE 1 STAGE 2 STAGE 3
U Understanding T Task L Learning Plan
Q Questions
BIG IDEA
R Rubrics
CS Content Standard OE
Other
Evidences
KKnowledge & Skills
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12. UNDERSTANDING STAGE 1
Identifying desired results
STAGE 1
Click to view
the video
3/7/2011 /Mtppelones/UBD/030111 13

13. What are the common elements of Stage 1
across quarters?
Analyze across quarters the relationship
between the elements and the purpose each
UNDERSTANDING
of them serves.
Share your observations.
STAGE 1
How is the Content Standard formulated?
Examine the Performance Standard and
specify the performance expected of learners.
In unpacking the Content Standards, write in
meta strips what students are expected to
know (knowledge) and do (skills).
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menu

14. Content standards
What learners should
know, understand and
be able to do?
STAGE 1
Essential
Understanding
Performance
standards What
learners should create/
add value to/transfer?
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Stage15
1

15. STAGE 1: KEY DESIGN ELEMENTS
Stage 1 – Desired Results
Established Goals:
• What relevant goals (e.g., content standards, course or program objectives, learning
outcomes) will this design address?
Content Standards: Performance Standards:
What should students know and be able How well must students do their work?
to do? At what level of performance would the student
be appropriately qualified or certified?
STAGE 1
Essential Understandings (EU): Essential Questions (EQ):
Students will understand that . . . • What provocative questions will foster inquiry,
• What are the big ideas? understanding, and transfer of learning?
• What specific understandings about them Provocative questions
are desired? -have no one obvious right answer
• What misunderstandings are predictable? -raise other important questions
-address the philosophical or conceptual
foundations of a discipline
-recur naturally
-are framed to provoke and sustain learner
interest
Students will know. . . Students will be able to . . .
• What key knowledge and skills will
students acquire as a result of this unit?
• What should they eventually be able to
do as a result of such knowledge and skills? 3/7/2011 /Mtppelones/UBD/030111
Stage16
1

16. Established Goals:
Students will understand essential concepts about nutrition and diet
a.Students will use an understanding of nutrition to plan appropriate diets for themselves
b.Students will understand their own individual eating patterns and ways in which those
patterns may be improved.
Essential Understandings: Essential Questions:
What understanding are desired? The student •What is healthful eating?
STAGE 1
will understand that ……… •Are you a healthful eater? How would you
•A balance diet contributes to physical and mental know?
health •How could a healthy diet for one person be
•The USDA food pyramid presents relative guidelines unhealthy for an other
for nutrition •Why are there so many health problems in
•Dietary requirements vary for individuals based on the United States cause by poor nutrition
age, activity level, and overall health despite all the available information?
•Healthful living requires an individual to act on
available information about good nutrition even if it
means breaking comfortable habits.
Students will know…. Students will be able to
•Key terms-protein, fat, calorie, carbohydrates, …..
cholesterol • Read and interpret nutrition information
•Types of foods in each food groups and their on food labels
nutritional values
•Analyze diets for nutritional value
•The USDA food pyramid guidelines
•Plan balance diets for themselves and
•Variables influencing nutritional needs
others
•General health problems caused by poor nutrition3/7/2011 /Mtppelones/UBD/030111 17

17. • Which define what students
Established should be able to know and do
at the end of the program,
Goals course, or unit of study;
generally expressed in terms of
overall goals, and specifically
(Desired defined in terms of content and
Result) performance standards.
STAGE 1
Established Goals:
Students will understand essential concepts about nutrition
and diet
a.Students will use an understanding of nutrition to plan
appropriate diets for themselves
b.Students will understand their own individual eating
patterns and ways in which those patterns may be
improved.
3/7/2011 /Mtppelones/UBD/030111 18
Template

18. • Which specify the
essential knowledge
(includes the most
important and enduring
Content ideas, issues, principles
and concepts from the
disciplines), skills and
Standard habits of mind that should
be taught and learned.
They answer the question,
STAGE 1
“What should students
know and be able to
do?”.
Students will know…. Students will be able
•What key knowledge and skills to …..
will students acquire as a result
of this unit?
•What should they eventually be
able to do as a result of such
knowledge and skills?
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Template

19. • Which express the
degree or quality of
proficiency that
students are
expected to
demonstrate in
relation to the
STAGE 1
content standards.
Performance They answer the
question, “How
Standard well must students
do their work?” or
“At what level of
performance would
the student be
appropriately
qualified or
certified?”
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Template

20. • Which are the big and
enduring ideas at the
Essential heart of the discipline
Understanding and which we want the
children to remember
even long after they
leave school.
STAGE 1
Essential understanding/ A Big Idea in a
Skill area may be considered in terms of:
KEY PURPOSE,
STRATEGIES CONTEXT
CONCEPTS VALUE
• The big ideas • What are skills • What • When to use
underlying the accomplishers enhances the skill or
skills effectiveness strategy
performance
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21. Finding the Big Ideas
in Skills
NUTRITION 1. Gives meaning and
Topic connection to
discrete facts and
skills
2. Core ideas in a
subjects
THEMES CONCEPT
• A balance diet • Food Groups 3. Requires
•You are what you eat • Overweight uncovering
STAGE 1
because it is not
obvious.
Essential Understandings:
What understanding are desired?
The student will understand that
•A balance diet contributes to physical and mental health
•The USDA food pyramid presents relative guidelines for nutrition
•Dietary requirements vary for individuals based on age, activity
level, and overall health
•Healthful living requires an individual to act on available information
about good nutrition even if it means breaking comfortable habits.
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22. TIPS for using
ESSENTIAL
ESSENTIAL QUESTIONS
UNDERSTANDING
• Frame the desired
Involves the Big Ideas that understanding as full-
give meaning and sentenced
importance to facts generalization in
response to the
Can transfer to other topic, phrase „ Student will
STAGE 1
fields and adult life. understand that…”
•Beware of stating an
Is usually not obvious .often
understanding as a
counterintuitive, are easily
truism or vague
misunderstood.
generality
•Avoid the phrase, “
May provide a conceptual
Student will
foundation for basic skills
understand how to….”
Statement of conceptual
relationships
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Template

23. • Which are open-ended,
provocative questions that
Essential spark thinking and further
inquiry into the essential
Question meanings and
understandings.
STAGE 1
Essential Questions:
What provocative questions will foster inquiry, understanding and
transfer of learning?
Essential Understandings: Essential Questions:
What understanding are desired? The •What is healthful eating?
student will understand that ……… •Are you a healthful eater? How would
•A balance diet contributes to physical and mental you know?
health •How could a healthy diet for one
•The USDA food pyramid presents relative person be unhealthy for an other
guidelines for nutrition •Why are there so many health
•Dietary requirements vary for individuals based problems in the United States cause
on age, activity level, and overall health by poor nutrition despite all the
•Healthful living requires an individual to act on available information?
available information about good nutrition even if it
means breaking comfortable habits.
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24. TIPS for using
ESSENTIAL ESSENTIAL
Template
QUESTIONS QUESTIONS
• Organize programs, courses, units
of study and lessons around the
questions. “Make the content answer
the questions.
Have no single Right answer;
• Select or design assessment tasks
they are meant to be argued. (up front) that are explicitly linked to
the questions
•Use reasonable number of questions
Are designed to provoke and per unit. Make less be more
STAGE 1
sustain student inquiry, while •Frame the questions in “kid
focusing learning and final language” as needed to make them
performances. more accessible.
•Ensure that every student
understands the questions and sees
Often address the conceptual or their value.
philosophical foundations of •Derive and design specific concrete
discipline. exploratory activities and inquiries for
each question.
•Sequence the questions so that they
Raise other important naturally lead from one to another.
questions. •Post it in the classroom and
encourage to organize notebook
around them to make clear their
importance for study and note taking
Naturally and appropriately
•Help student personalize the
recur. question
3/7/2011 •Allot sufficient time
/Mtppelones/UBD/030111 for unpacking 25

25. MATHEMATICS I
General Standard: The learner demonstrates understanding of key concepts and principles of number and number sense as applied to
measuring, estimating, graphing, solving equations and inequalities, communicating mathematically and solving problems in real life.
QUARTER I (Real Number System, Measurement and Scientific Notation)
Stage 1: Results/Outcomes Stage 2: Assessment
STANDARDS ESSENTIAL At the Level of
Product/
Performance
Content Performance Understanding Question Understanding Performance
The learner The learner Daily tasks How useful Problems Explanation Assessment of
demonstrate formulates involving are real formulated Express numbers problems formulated
s real-life measurement, numbers? 1.are real life in different ways based on the following
understandi problems conversion, 2.involve real and explain. suggested criteria:
numbers, Criteria: real-life problems
ng of the involving real estimation and
measurement Thorough problems involve real
key numbers, scientific notation
STAGE 1
and scientific Coherent numbers,
concepts of measurement make use of real notation and measurement and
Explain how to
real number s and scientific numbers. 3.are solved use the scientific notation
systems, notation and using a variety calibration model problems are solved
measureme solves these of strategies. and find its using a variety of
nts and using a variety degree of strategies
scientific of strategies. Physical How are precision Tools: Rubrics for
notation. quantities are different Criteria: assessment of
Accurate problems formulated
measured using measuring
Justified and solved
different devices
measuring useful? Express big and
How does small quantities
devices. The
in scientific
precision of the one know
notation
measurement is when a
Criteria:
dependent on measureme
Accurate
the measuring nt is
Justified
device used. precise?
Interpretation
accurate?
“Tell a Story” of
situations where
numbers are
used or how
measuring
devices are used.
3/7/2011 /Mtppelones/UBD/030111 NEXT26

26. You’ve got to go
below the surface...
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27. to uncover the
really ‘big ideas.’
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28. UNDERSTANDING STAGE 2
Determine acceptable
evidence
STAGE 2
Click to view
the video
3/7/2011 /Mtppelones/UBD/030111 29

29. When deciding stage two assessment of student
performance, educators must keep in mind the
metaphor of a photo album rather than snapshots.
Effective monitoring of students progress should
incorporate assessment tools and processes
Asscptable Evidecnce
STAGE 2 Determining
Test and Reflective Academic Culminating
Assessment Prompts Assessment
Quizzes
Constructive journals Performance
task Allows for student
Response choice and
elements
• Performance-
based items Logs
• Format
• Audience Independent
Listen-think-pair • Topic application
share activities • Purpose
Interviews
Self evaluation
Peer response
group

30. Information on individual
progress
Information helps teacher
assign grades
Teacher with data provides
STAGE 2
picture on how well students are
performing in class
Assessmen Enables students recognize their
t Provides accomplishment
Measure students acquisition of
higher order thinking skills
Help determine if goals are
accomplished
Measure student engagement &
impact on curriculum program
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31. Session 3: Understanding Stage 2
What is the relationship between the Analyze the following: (a)the relationship
between the Performance Standards and
Essential Understanding and the Products and Performances across
assessment? quarters;
what Products and Performances are How Products and Performances
for; and may be differentiated.
STAGE 2
How would you link the Facets of
Understanding to the assessment of
Formulate questions using the FUs.
the attainment of the Content
Standard?
Formulate assessment tools for Express orally or in writing your
Products and Performances. understanding of Stage 2.
Stage 2- Assessment
Product or Performance Evidence at the level Evidence at the level of
Task: of understanding performance
Learner should be able to
demonstrate
understanding of ……
using the six (6) facets of
understanding:
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menu

32. Elements consider in identifying evidences to determine
the extent which the desired results have been
achieved…………
1. Evidence of understanding knowledge and skills
2. Identify other evidence that will be needed
STAGE 2
3. Use of six facets of understanding
4. Identify appropriate criteria and use them to develop
a rubric
STAGE 2- ASSESSMENT EVIDENCE
Performance Task. Other Evidence
•Through what authentic performance tasks will • Through what other evidence
students demonstrate the desired understanding? will students demonstrate
•By what criteria will performance of understanding achievement of the desired
be judge? results?
•How will students reflect upon
and self-assess their learning
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33. Teaching for deep understanding emphasized student‟s
capacity for meaningful independent use of essential
declarative and procedural knowledge using the six facets
of learning
Explanation
STAGE 2
Self- Interpretation
Knowledge
Six Facets of
Understanding
Empathy Application
Perspective
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34. Facet 1: Explanation
Definition
 “sophisticated and apt explanations and
theories, which provide knowledgeable
and justified accounts of events, actions, and
STAGE 2
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”.
 SOURCE: McTighe, J. and Wiggins, G. (1998). Understanding by Design.
Association for Supervision and Curriculum Development: Virginia.
3/7/2011 /Mtppelones/UBD/030111 35

35. Evidence of Explanation
Supply and Demand
Grades 2-4
 ACTIVITIES AND PROCEDURES: 1. Students will be given a box of tokens with at
least two different colors in it and asked to select any number of them from 1 to a handful.
2. Place a value on the tokens. (Make certain this is done AFTER students have already
selected their tokens.) 3. Pull out an object students would desire to win and let the
STAGE 2
students know that they will only receive an "A" on this lesson if they own this selected item
of which you happen to have EXACTLY one of. You will announce the bidding to be open
at 10 and they may use their tokens to purchase the item. 4. Continue auction until a
student has paid a high price for this item and received it. Then pull out a large supply of
the very same item just sold while announcing that you do just happen to have a few more
of these items and you're willing to open the bidding at 1. 5. Write supply and demand on
board. Ask the individual who bought the overpriced item to define what these terms
mean to him in light of the experience he just had, explain why he was motivated to pay
such a high price for it, and let us know if he would have paid so much had he known
there were enough items to go around. 6. Guide students in a discussion which covers all
objectives. (I found an effective lead-in to objective #6 is to ask the following: "What if
these tokens represented money and this was all the money you had available for two
months?")
 TYING IT ALL TOGETHER: 1. Ask students to think of three items in their desks and to
secretly set a price for each one of them on an index card which is folded so that it can
stand upright on the desks. 2. Instruct students to then take out the items and place them
by the appropriate "price tag" on their desks. 3. Invite students to go "shopping" and check
out all the prices in the "store". 4. Have students explain examples of supply and demand
using their three items.
Students are providing a supported
explanation of supply and demand.
 SOURCE: McTighe, J. and Wiggins, G. (1998). Understanding by Design.
Association for Supervision and Curriculum Development: Virginia.
3/7/2011 /Mtppelones/UBD/030111 36

36. Facet 2: Interpretation
Definition
 “interpretations, narratives, and translations
that provide meaning.” (Wiggins & McTighe,
STAGE 2
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.
 SOURCE: McTighe, J. and Wiggins, G. (1998). Understanding by Design.
Association for Supervision and Curriculum Development: Virginia.
3/7/2011 /Mtppelones/UBD/030111 37

37. Evidence of Interpretation
HUGS AND KISSES
Grades 4-6
Science Processes
STAGE 2
 Materials: Each group of students (4-5 per group) will receive:
Handouts with the nutritional labels from the packages.
Recording Chart
Nutritional Information
 Description of Activity:
 Working in-groups of four or five, the students will receive the materials
 Compare the nutritional information for each type of candy.
 Organize the information from the four nutritional labels into one chart.
 Interpret the nutritional value of this.
Students will interpret the nutritional value of the Hershey‟s Kiss.
http://www.cdf.org/cdf/atissue/vol2_1/hershey/hershey.html
 SOURCE: McTighe, J. and Wiggins, G. (1998). Understanding by Design.
Association for Supervision and Curriculum Development: Virginia.
3/7/2011 /Mtppelones/UBD/030111 38

38. Facet 3: Application
Definition
 “ability to use knowledge effectively in new
STAGE 2
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.
 SOURCE: McTighe, J. and Wiggins, G. (1998). Understanding by Design.
Association for Supervision and Curriculum Development: Virginia.
3/7/2011 /Mtppelones/UBD/030111 39

39. Evidence of Application
Comparing Cultures
Grade 2-5
 RESOURCES/MATERIALS: For this particular lesson,
STAGE 2
the teacher would need Shirley Climo's, The Egyptian
Cinderella. Various versions of Cinderella from around the
world.
 ACTIVITIES AND PROCEDURES: Read The
Eqyptian Cinderella, to the class. Have cooperative partners
work together to list the differences of the book to the Disney
Movie Cinderella.
 Task: Have the students either orally, or on paper, write
their own version of a well-known story, adapting it to another
culture.
Students are applying knowledge to a new situation.
 SOURCE: McTighe, J. and Wiggins, G. (1998). Understanding by Design.
Association for Supervision and Curriculum Development: Virginia.
3/7/2011 /Mtppelones/UBD/030111 40

40. Facet 4: Perspective
Definition
 “critical and insightful points of veiw.” (Wiggins
STAGE 2
& 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.
 SOURCE: McTighe, J. and Wiggins, G. (1998). Understanding by Design.
Association for Supervision and Curriculum Development: Virginia.
3/7/2011 /Mtppelones/UBD/030111 41

41. Evidence of Perspective
Good Apples
Grades 2-3
 MATERIALS:
One apple for each student in the class (plus 2-3 extra). The apples should be various
STAGE 2
sizes, shapes, and colors. With younger children it helps to choose apples with
"distinguishing characteristics" such as leaves, scars, and small bruises. You will also
need a sharp knife.
 ACTIVITIES AND PROCEDURES:
Tell the students we will be spending some time finding out about how people are the
same and how they are different. Put the apples on a table in front of the class. Have
each student in the class choose an apple. Tell them to get to know their apple real
well. Suggest they notice their apple's special characteristics. Have them make up a
story about their apple and tell it to a friend (modeling this step is helpful with younger
students). Allow the students to share their stories with the rest of the class. Direct the
students to return their apples to the table in front of the class. Mix the apples up and
ask the students to come back and find their apple. When they return to their seats
ask how they knew which apple was theirs (they will indicate things like color, size,
shape, special features). Ask what this has to do with people. Make a list of how
people are different. Discuss why this is important. Make a list of how people are the
same. Discuss why this is important. The lists may be done in cooperative groups and
then shared with the entire class.
Students are seeing in perspective as they see and explain the connection
between the apples and people.
 SOURCE: McTighe, J. and Wiggins, G. (1998). Understanding by Design.
Association for Supervision and Curriculum Development: Virginia.
3/7/2011 /Mtppelones/UBD/030111 42

42. Facet 5: Empathy
Definition
 “the ability to get inside another person’s
STAGE 2
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.
 SOURCE: McTighe, J. and Wiggins, G. (1998). Understanding by Design.
Association for Supervision and Curriculum Development: Virginia.
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43. Evidence of Empathy
Prejudice
Martin Luther King and Rosa Parks
grades 3-5
STAGE 2
http://www.grandtimes.com/rosa.html http://www.stanford.edu/group/King/
Lesson Activities:
Step 1 As the children are entering the class, have all the boys sit in the very back of class
and the girls sit in the front of the class. After all the girls are seated, give them each a
piece of candy and tell them that they get the candy because they are girls and tell
the boys that they do not get the candy because they are boys.
Step 2 After the candy is passed out to the girls announce to the class that every boy
gets an automatic A for the day because they are boys and the girls do not get an
automatic A because they are girls. (continue with other scenarios)
Step 3 Do a power point presentation on the lives of Martin Luther King Jr. and Rosa
Parks telling basic information about where they were born, what they did to make
them famous, and how they overcame their prejudice to help people in the future.
Step 4 Ask the children how Martin Luther King Jr. and Rosa Parks overcame prejudice.
Ask students to imagine they are either Martin Luther King or Rosa Parks. Have them
write what Martin Luther King or Rosa Parks thoughts might have been during the times
when they were being treated differently because of their race.
Students are empathizing with Martin Luther King Jr. or Rosa Parks as
they learn about the prejudice they experienced.
 SOURCE: McTighe, J. and Wiggins, G. (1998). Understanding by Design.
Association for Supervision and Curriculum Development: Virginia.
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44. Facet 6: Self-Knowledge
Definition
 “the wisdom to know one’s ignorance
and how one’s patterns of thought and
STAGE 2
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.
 SOURCE: McTighe, J. and Wiggins, G. (1998). Understanding by Design.
Association for Supervision and Curriculum Development: Virginia.
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45. Evidence of Self-Knowledge
Help Save the Rainforest Web Quest
Third grade
STAGE 2
 Activities:
Students will work cooperatively to complete the
web quest. Students should self monitor their work
using the rubrics included in the web quest. Each
group member is responsible for their specific area
as well as contributing to the final group project.
Students are demonstrating self-knowledge as they complete
the web quest by utilizing the rubrics provided. The creator of
the web quest included grading rubrics as well as a self –
check rubric.
 SOURCE: McTighe, J. and Wiggins, G. (1998). Understanding by Design.
Association for Supervision and Curriculum Development: Virginia.
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46. A primary goal of teaching for understanding should be the
assurance that students can use their acquired
understandings and knowledge independent real word
situations and scenarios .
G= Goals from the real world
R=Roles that are authentic and final based in reality
A= Audiences to whom students will present final products and performance
S = Situations involving a real-world conflict to resolve, decision to be
made, investigation to be completed or invention to be created.
P= Products and Performances culminating from the study
S = Standards for evaluating project-based products and performances
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47. A primary goal of teaching for understanding should be the
assurance that students can use their acquired
understandings and knowledge independent real word
situations and scenarios .
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48. Stage 3 big idea:
E
F E
F N
E
C
G
T
and A
I G
V I
E N
G

49. Teaching for understanding should
innovate activities that support
indentifies desired results and integrate
planned assessments (Stage 3).
O-
T- Tailor Organize
W- H- E- R- E- to for
maximu
Where Explore Rethink Exhibit students m
Hook the
is it students and and and Needs, engagem
going? Equip Revise Evaluate interest ent and
and styles effective
ness
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50. W= how will you help your students to know, Where they are headed,
Why they are going there and what ways they will be evaluated along
the way?
H= How will you hook and engage students’s interest and
enthusiasm
E= What experiences will you provide to help students make their
understandings real to equipt learners for success throughout your unit or
course
R= How will you cause students to reflect, revisit, revise and
rethink?
E= How will students express their understandings and
engage in meaningful self-evaluation?
T = How will you tailor (differentiate) your instruction to
address the unique strength and needs of the learners?
O= How will you organize learning experiences so that student
move from teacher-guided and concrete activities to independent
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51. 10 Major Design Principles of UbD
Understanding by design is not a program to be
implemented; rather it presents a synthesis of research-
based practices associated with improving students
achievement..
Peer Study
Coaching Groups
Action Inquiry
Research Teams
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52. STAGE 1- DESIRED RESULTS
Established Goals:
What relevant goals (e.g. content course or program objectives, learning outcomes) will this design address?
Essential Understandings: Essential Questions:
Students will understand that… What provocative questions will foster
• What are the big ideas? inquiry, understanding and transfer of
•What specific understandings about them are desired? learning?
•What misunderstandings are predictable?
Students will know…. Students will be able to …..
•What key knowledge and skills will students acquire as a result of this
unit?
•What should they eventually be able to do as a result of such knowledge
and skills?
STAGE 2- ASSESSMENT EVIDENCE
Performance Task. Other Evidence
•Through what authentic performance tasks will students demonstrate • Through what other evidence will students
the desired understanding? demonstrate achievement of the desired
•By what criteria will performance of understanding be judge? results?
•How will students reflect upon and self-assess
their learning
STAGE 3- LEARNING PLAN
Learning Activities
What learning experiences and instruction will enable students to achieve the desired results? How will the design
W= Help the students know Where the units is going and What is expected? Help the teacher know Where the students are
coming from (prior knowledge, interest)?
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 (personalized) to the different needs, interest
O= Be Organized to maximize initial and sustained engagement as well as effective learning
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53. Students Learn actively not passive. Educators should
consider big ideas when designing and delivering
10 MAJOR DESIGN PRINCIPLES
instruction
At the heart of teaching for understanding is the
creation of consensus-driven curriculum that clearly
distinguishes between and among what is just worth
being familiar with what students should know, be
able to do and understand.
OF UBD
The best instructional designs are backward that is they
begin with desired results, rather than with instructional
activities. UbDs backward design process involves
three interrelated stages
Students develop conceptual understanding when they
can cue into the enduring understandings and
essential questions at the heart of the curriculum
Enduring understanding are statements that clearly
articulate big ideas that have lasting value. Essential
questions are big, open-ended interpretive questions
that have no obvious answer
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54. 10 MAJOR DESIGN PRINCIPLES
OF UBD
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55. UbDs STRENGTH
The common sense nature of UbDs
principles and strategies
Power to overcome tendency to teach to the
test and emphasize knowledge-recall
learning
Ability to provide common-consensus
driven language
Potential for guiding and informing the
process of school renewal and educational
reform
Ability to guide and inform educator‟s effort
to unpack standards
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56. UbDs PROBLEMS & CHALLENGES
PROBLEMS
The need for Educator’s
educators to misconception The need to
reflect on UbD Moving UbD A need to collect,
about UbD implementation make
framework . analyze and
UbD a disseminate
long term achievement
initiative. data.
Ambivalence
to framework
Confusion
Resistance
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