This document provides an overview of Understanding by Design (UbD), a framework for planning curriculum and instruction. It discusses three key aspects of UbD: 1) Identifying desired long-term learning outcomes based on standards, 2) Determining appropriate assessments to measure student understanding, and 3) Planning lessons and activities to help students achieve the desired outcomes. The document emphasizes that UbD involves "backward design" where teachers design the curriculum starting with the long-term goals, rather than just selecting content and activities. It is intended to help students develop deep understanding and ensure their learning transfers to new situations.

1. An overview
Understanding by Design (UbD)

2. Framework for Teaching, The Danielson Group, 2011 Framework for 21st Century Learning, Partnership for 21st Century Skills, http://p21.org

3. Framework for Teaching, The Danielson Group, 2011 Framework for 21st Century Learning, Partnership for 21st Century Skills, http://p21.org

4. Today’s Outcomes
Our Essential Question:
• What does it mean to understand?
Today’s Outcomes:
• We will develop an understanding of the core principles
of Understanding by Design

5. NAEP 8th-grade test item,
constructed response
How many buses does the
army need to transport 1,128
soldiers if each bus holds 36
soldiers?

6. Answer from 30% :
“31, remainder 12”

7. What is“understanding”?
• Explaining or showing why and how (e.g. show your work,
say why it works, defend your view, make connections on
your own, etc.)
• Insightful use of knowledge and skill, observable in
performance
• Drawing key inferences and constructing meaning
independently.
• Essential for recall and transfer of “content” to new
situations

8. What is“understanding”?
Applying what you have learned to a new situation
(e.g. use it, adapt it, teach it, solve new problems,
etc.). Transfer is key.
• The teacher’s role is to make transfer likely through good
design, facilitation, and feedback.

9. You’ve got to go
below the surface...

10. to uncover the
really ‘big ideas.’

11. • Effective “backward” planning to
achieve long-term desired results
• It is not about “coverage” or an
“activity”
• It is only “coverage” or
“nice activity” unless there
is focused questions and
big ideas related to the
standards

12. UbD is a Planning Framework
 Way to purposefully think about planning
• Develops deep understanding and makes meaning of “Big
Ideas”

13. • Effective people are goal
oriented and plan with a goal
in mind.-Stephen Covey
• As effective teachers,
we need to plan with a
goal in mind, not just to
get through the
curriculum
We need the true
understanding of the content
and skills we teach
UBD is a Planning Framework

14. 3 Stages of “Backward” Design
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences and instruction

15. Discrete Content Curriculum
Without checking for alignment
Without checking for alignment
Identify Content
Brainstorm Activities
& Methods
Come up with an
assessment

16. Backward Design Curriculum
Checking for alignment
Checking for alignment
Identify desired
results
Determine Acceptable
Evidence
Plan learning
experiences & instruction

17. UbD Addresses:
Student lack of transfer ability
Lessons that lack long-term purpose (and alignment
to the standards)
Aimless activities and worksheets
Needlessly low-level and unengaging work
Over-reliance on textbook: the textbook is a
resource, not the syllabus

18. goehler@bcps.org