The document discusses Understanding by Design (UbD), an educational framework for designing curriculum and units of study. It introduces the basic philosophy of UbD and outlines its three stages - Desired Results, Evidence of Learning, and Learning Plan. The framework is intended to help teachers design curriculum that focuses on big ideas and essential questions, includes authentic assessments to measure student understanding, and provides learning experiences that enable students to transfer their learning.

1. Understanding by Design (UbD)
Goals Today:
Understand the basic philosophy of UbD
Become familiar with the UbD vocabulary
Become familiar with the Understanding by Design
template

2. Another way to think of
UbD...
1. What do you want students to learn?
2. How will you know they have learned it?
3. How will you teach to help them learn?

3. What is the
core of what
students
should
understand
and be able to
do?

4. What is Understanding?
How many buses does the army need
to transport 1,128 soldiers if each bus
holds 36 soldiers?
Your answer?

5. More than 30% of students
answered this question 31,
remainder 2.

6. What is Understanding?
Facets of Understanding
What words do you think of when you compare knowing
to understanding?
Explanation
Application
Perspective
Self-knowledge
Empathy
Interpretation

7. Drivers Education-Think about this as a
unit
What transfer is needed?
Knowledge and Skill?
Meaning - Understanding and Essential Questions?
How will a student demonstrate understanding?
Where does the teacher begin instruction?

8. With well planned and well
articulated units students
should be able to answer:
What are you doing?
Why are you being asked to do it?
What will it help you do?
How does it fit with what you have previously done?
How will you show that you have learned it?

9. UbD Desired Results
(Stage 1) What standard(s) will the unit focus on? Give your reasons for teaching
the unit and identify which standard(s) are most relevant.
What are the big ideas and transfer goals embedded in this standard?
What should students eventually be able to do on their own if they can
meet the standard?
What should students come to understand if they really learn this content
well?
What important questions are raised by this content?
What essential questions will guide inquiry into it?
What specific skills are stated or implied int he standard? What
proficiencies must students attain to meet the standard?
What factual knowledge must students acquire to meet the standard?

11. UbD Evidence
(Stage 2)
What “real-world” tasks will reveal students’
understanding and proficiency? What transfer
performances should students be able to do well if
they have met this standard? (authentic application)
What evidence of learning is called for by this
standard (and its indicators)?
What assessments are needed?

13. UbD Learning Plan
(Stage 3)
What instruction is needed to equip students to meet
this standard?
What learning experiences will help learners acquire
the knowledge and skills, make meaning of the
important ideas and equip them to transfer their
learning?

15. Next Steps ...
Inroductory/review sessions for all staff
Stage 1
Stage 2
Stage 3
Atlas Implementation
Essential Questions
Authentic Assessment

16. Why?
Not compliance...

17. We are already on the road...
we are just ensuring we continue to head in the right
direction.