Understanding by Design (UbD) is a backwards design curriculum model created by Grant Wiggins and Jay McTighe. It is a 3 stage process that begins with identifying desired learning outcomes and establishing big ideas and essential questions. It then focuses on developing assessments to check for understanding before planning learning experiences and instruction. The goal is to align assessments and learning activities to curriculum standards while promoting higher-order thinking skills. UbD aims to clarify expectations for students and allow for differentiation of instruction based on learner needs.

1. Understanding by Design NESD Model for Curriculum Implementation Presented by DI Team March, 2009

2. What is Understanding by Design (UbD)? Unit-planning process Created by Grant Wiggins and Jay McTighe Known as “backwards design” Begins with the end in mind Beginning stages of UbD

3. Basic Stages of UbD Stage 1:Identify desired results Curriculum Goals and Learner Outcomes Big Ideas Essential Questions/ Enduring Understandings Know/ Understand/ Do Stage 2: Determine acceptable evidence Formative/Summative Assessments Stage 3: Plan learning experiences and instruction Developing the Learning Plan Consider how to differentiate

4. Stages of Backward Design

5. Curriculum Actualization UbD requires teachers to examine curriculum to align the learning plan/assessment with provincial expectations UbD leads students and teachers to higher level of thinking and inquiry Links assessment directly to learning outcomes

6. Establishing Curricular Priorities

7. Meeting the Learner Needs Invites us to attend to the child Allows for scaffolding for students Clarifies outcomes that all children are expected to learn Clarifies what students need to understand, know, do

8. The How-to’s of UbD Categories within the process are most important Many entry points UbD takes time to do well Units are often revised as teachers reflect on effectiveness Process may guided by organizer use

9. Big Ideas Invite higher levels of thinking Requires uncovering throughout the unit Transfers across grades or subject areas ‘ A big idea is a way of usefully seeing connections, not just another piece of knowledge…..it is more like a theme than the facts of a story.’ (Grant Wiggins, 2007)

10. Essential Questions/Enduring Understandings Stimulates thought, provokes inquiry, and generates questions Interdisciplinary – invites you to transfer and apply learning Links to curriculum

11. ‘ They require new thought rather than the mere collection of facts, second-hand opinions, or “cut-and-paste” thinking…many of us believe that schools should devote more time to essential questions and less time to Trivial Pursuit.’ (Jamie McKenzie, 2008)