The document outlines the Understanding by Design (UbD) framework, developed by Grant Wiggins and Jay McTighe, emphasizing a backward planning approach to curriculum design focused on long-term learning goals. It highlights the importance of defining desired understandings and assessments rather than just content knowledge, with examples illustrating how to establish effective learning objectives. Additionally, the document discusses various instructional strategies and assessment methods to foster deep understanding in students.

1. TOPIK 1:
Prinsip Understanding by Design dalam
Perencanaan Pembelajaran dan
Asesmen
Prinsip Pengajaran dan
Asesmen I
Kelompok 2:
Alisha Firda Reyhane
Annisa Eostra Lambangsari
Katherine Syawaliyah Kuswardhani
Miftahul Jannah
Risza Nuril Samsiyah

2. UbD – The Big Ideas of UbD
• Found in 2005 by Grant Wiggins and Jay McTighe
• FRAMEWORK
• Effective curriculum is planned “backward” from long-term
desired results through a three-stage design process

3. UbD – The Big Ideas of UbD
• Long-term goals
• Birds view
• We don’t start with contents, BUT we start with what
students are expected to be able to do with the contents.
Achievements Assessments Activities
TRIPLE A

4. UbD – What is Understanding?
• The term understanding is surprisingly tricky. It has many different
connotations.
• The term understanding is multifaceted.
• Understanding is something DIFFERENT from mere knowing.
• The goal of understanding therefore involves more sophisticated
instruction and assessment than teaching and testing for knowledge and skill
alone. If the goal is understanding, by design, we’ll need to plan mindful of
these meanings.

5. UbD – by Design
01
03
02
Define the goals
Define the assessment
Define the learning
activites
Competencies & scope of materials
Assessment for learning, as learning, &
of learning
Approach, model, strategies, methods

6. UbD – Example of Defining “Understand”
The following imaginary conversation between two teachers should sharpen this key idea of designing
backward from “learnings,” not mere “teachings”
Mrs. Dora What’s your unit about?
Mr. Diego It’s about the Constitution and The Three Branches of Government.
Mrs. Dora What are the desired results of the unit?
Mr. Diego I want students to understand the constitution and the three branches of government.
Mrs. Dora No, you just repeated the topic. What are the desired learnings about the topic?
Mr. Diego Understanding the three branches of government and their different functions.
Mrs. Dora I am not being clear enough. That’s the same answer – the topic. Having studied the
constitution and the three branches of government, what will students come away and able to
do in the future? What should they now be able to see and do in their lives using such facts?
Hmm. I am asking a question about the effect of your teaching.
Mr. Diego Oh, now I see what you want. OK, how about this: I want students to understand that our
government is organized so that no single group will have too much power, because
there is a tendency for power to corrupt.
Mrs. Dora Great!! That’s what I was asking for. That’s what you have to design backward from—the
understanding sought, not just the facts.

7. Define Learning Goals
Phase: C
Subject: Science
Element: Understanding of IPAS
Learning Outcomes: Students know liquid, solid and gas objects and their
changes in state
Learning goals:
• Students can identify the characteristics of liquid, solid and gaseous objects
• Students can classify the forms of matter based on their characteristics
• Students can analyze changes in the forms of liquids, solids and gases

8. Instructional Media:
• Human-based media: Indonesian
Language Teacher
• Print-based media: Inspirational text
story envelopes, books
Approach: Inquiry
Model/Method: PBL (Problem Based
Learning)/ Lecture method, question
and answer, group discussion
Video Identification

9. Thank You