The document discusses Understanding by Design (UbD), an instructional design model. UbD involves designing curriculum backwards with three stages: 1) Identifying desired results such as goals, standards, and understandings; 2) Determining acceptable evidence of student learning; and 3) Planning learning experiences and instruction. The model emphasizes designing curriculum to promote student understanding rather than simple content coverage. UbD helps educators unpack standards, ensure students truly understand concepts, and design courses emphasizing understanding over coverage.

1. Understanding By Design
The Backwards Approach to Curriculum
Design
Jeffrey Schlaudecker MD

2. Understanding by Design — a model of
instructional 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. UbD: Three stages
UbD is logical in
format, but only
“backward” due to
habit and tradition
in field of
education and
instructional
design.
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. 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. 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. 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 studying
Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum
Development

7. Stage 2: Determine acceptable evidence
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.

8. Stage 3: Plan learning experiences and
instruction
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.

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 others
Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum
Development

10. 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.