This document introduces the Understanding by Design (UbD) framework created by Grant Wiggins and Jay McTighe. It explains that UbD focuses on developing student understanding through a backwards design process. This process involves first identifying the desired results or understandings, then determining acceptable evidence, and finally planning the learning experiences and instruction. The document provides an overview of the key elements of UbD including essential questions, stages of backward design, filters for selecting enduring understandings, facets of understanding, and implications for teaching and assessment.
Topic2 understanding by the design at a glanceMaria Theresa
For us educators, nothing can be more challenging than the tasks we are facing right now, the infusion of fast pace-technological advancement in the classroom, the differentiated learning, multiple-intelligences, the use appropriate assessment and strategies has brought anxiety and dilemma to all Filipino educators. According to Dir. Andrada, Director of Bureau of Secondary Education “ When students are learning poorly, we cannot expect them to ready for further learning or for work”. We’ve been getting poor results because we are doing what we’ve always done, we need to do things differently and better. What do we need to do together? We need to strengthen the CORE CURRICULUM!
Topic2 understanding by the design at a glanceMaria Theresa
For us educators, nothing can be more challenging than the tasks we are facing right now, the infusion of fast pace-technological advancement in the classroom, the differentiated learning, multiple-intelligences, the use appropriate assessment and strategies has brought anxiety and dilemma to all Filipino educators. According to Dir. Andrada, Director of Bureau of Secondary Education “ When students are learning poorly, we cannot expect them to ready for further learning or for work”. We’ve been getting poor results because we are doing what we’ve always done, we need to do things differently and better. What do we need to do together? We need to strengthen the CORE CURRICULUM!
Topic2 understanding by the design at a glanceMaria Theresa
Underscores the framework and concept of understanding by design, this includes
Teacher as designer, The Big Idea
Stage 1: The Desired Outcomes, Stage 2: The Assessment, Stage 3: Learning Plan
10 Major Principles of UBD, Strength of Ubd
Problems of UbD and Challenges encountered by the educators in the implementation of Ubd.
Ubd - An introduction to Understandings and Transfer GoalsBernd Meyer
An introduction to basic UBD principles and getting yoru head around understandings and transfer goals before considering the big ideas for the cornerstone tasks
UbD is an Educational planning approach, where focus is on designing the curriculum, assessments and classroom instructions by looking at the outcome. It is and can be used in all the fields while planning.
Understanding by Design and Tech IntegrationMark Fijor
This is a slideshow from a presentation at ICE Conference 2010. This presentation looks at how to integrate technology into the process of creating and using a UbD project.
Topic2 understanding by the design at a glanceMaria Theresa
Underscores the framework and concept of understanding by design, this includes
Teacher as designer, The Big Idea
Stage 1: The Desired Outcomes, Stage 2: The Assessment, Stage 3: Learning Plan
10 Major Principles of UBD, Strength of Ubd
Problems of UbD and Challenges encountered by the educators in the implementation of Ubd.
Ubd - An introduction to Understandings and Transfer GoalsBernd Meyer
An introduction to basic UBD principles and getting yoru head around understandings and transfer goals before considering the big ideas for the cornerstone tasks
UbD is an Educational planning approach, where focus is on designing the curriculum, assessments and classroom instructions by looking at the outcome. It is and can be used in all the fields while planning.
Understanding by Design and Tech IntegrationMark Fijor
This is a slideshow from a presentation at ICE Conference 2010. This presentation looks at how to integrate technology into the process of creating and using a UbD project.
Unpacking Understanding by Design By Grant Wiggins, et alKaren Hartle
The New Milford Curriculum Handbook is largely based on Understanding by Design. This Powerpoint is an excellent resource for curriculum writers and implementors alike.
This presentation formed part of the HEA-funded workshop 'Critical thinking in action: developing analytical skills in Criminology students. An experiential learning approach'
The workshop presented research and facilitated discussion on developing critical thinking skills in criminology students. Discussion of research results and use of a case study approach to teaching and learning highlighted how student views/concerns about their failure in developing critical thinking skills can be addressed via new directions in teaching.
This presentation forms part of a blog post which can be accessed via:
For further details of HEA Social Sciences work relating to active and experiential learning please see: http://www.heacademy.ac.uk/resources/detail/disciplines/Soc_Sci/Strategic_2013/ActiveandExperiential
Become a leading learner. Connected learning: A Smart framework for educatorsJune Wall
As we move forward with the use of a range of technologies and pedagogies to meet rapidly expanding future needs, teachers are deluged with expectations of becoming a future oriented teacher to meet the future learning needs of our students. There are numerous frameworks to use when planning curriculum activities and the challenge is to decide which one best fits a given set of needs. Frameworks need to provide guidance and structure while still enabling flexibility. Connected learning, design thinking and digital literacy are principles, methodologies and literacies that must be incorporated into everyday teaching if future learning needs are to be met.
During the webinar, participants will explore some frameworks and discover one framework for learning developed by the presenter.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
Part of the 'Apocalypse Now' conference theme, which requires the presenter to imagine their own future world scenario.
IMAGINED WORLD
A New Conservative Dynasty: Choice and Private Enterprise dominate HEA - Today’s students are the first generation to have grown up surrounded by and using computers, videogames, digital music players, video cams, cell phones and other digital media, consequentially they have a different thinking and learning style and different brain structures to previous generations (Prensky 2001). Social science academics are thus teaching in a changed world where traditional lecture/seminar pedagogical practices may no longer be applicable to the teaching and learning needs of contemporary students. This fact combined with the rise of the student as consumer has triggered a shift where private enterprise rules and students pick and choose which aspects of teaching they will engage with. This presentation’s research indicates that already techniques seen as not applicable to their needs are bypassed by students offering an explanation for attendance, participation and low engagement issues and the failure of students to develop independent problem-solving skills. This presentation provides a survival guide for social science academics by identifying the gaps between staff and student perceptions and discussing techniques for teaching the core skills needed in critical thinking and problem solving; adapting pedagogical practices to the contemporary student.
ABSTRACT
What is critical thinking and to what extent do social science students develop analytical problem solving skills through traditional social science teaching? This paper presents the results thus far of an ongoing research project which identified that law and social science students are often not learning the analytical skills that staff think they are teaching. Most social science academics doubtless consider critical thinking to be an integral and inherently embedded aspect of their pedagogical practices. Yet research suggests that contemporary students do not learn this skill through traditional teaching methods and teaching has not adapted to their specific needs.
Slides from our Learning Design workshop in Nairobi, Kenya on 9 June 2017. An output from the ESRC-funded International Distance Education and African Students (IDEAS) project, in coodination with the African Network for Internationalization of Education.
1. Understanding by Design
Wiggins & McTighe
A Brief Introduction
Center for Technology & School Change
Teachers College, Columbia University
Ellen B. Meier, Ed. D., Co-Director
2. Focus on “Understanding”
• Explains common practices that interfere with
understanding.
• Explains a backward design process to avoid
common problems.
• Proposes an approach to curriculum designed to
engage students in inquiry & “uncovering” ideas.
• Proposes a set of design standards for achieving
quality control in curriculum & assessment
designs.
3. Focus on Instruction or the
Approach
• Grant Wiggins and Jay
McTighe provide a
way to move from
“covering the
curriculum” to
“creating curriculum”
and understanding
with technology.
6. Filters for Selecting
Understandings
• Represent a big idea having enduring value
beyond the classroom.
• Reside at the heart of the discipline (involve
“doing” the subject).
• Require un-coverage (of abstract or often
misunderstood ideas).
• Offer potential for engaging students.
7. Practically speaking, this
means…
• Turning content
standards and outcome
statements into
question form.
• Designing
assignments and
assessment that evoke
possible answers.
8. Some examples of Essential
Questions
• Is there enough to go
around (e.g., food, clothes,
water)?
• Are mathematical ideas
inventions or discoveries?
• Does art reflect culture or
shape it?
• Who owns what and why?
• What do we fear?
9. Big Picture of a Design Approach
Coherent learning
experiences & teaching
that will evoke &
develop the desired
understandings, promote
interest & make
excellent performance
more likely.
WHERE
Where is it going?
Hook the students.
Explore & equip.
Rethink & revise.
Exhibit & evaluate.
Research based
repertoire of learning &
teaching strategies.
Essential & enabling
knowledge & skill.
Stage 3: What learning
experiences & teaching
promote understanding,
interest, and excellence?
Unit anchored in
credible and
educationally vital
evidence of the desired
understandings.
Valid. Reliable.
Sufficient. Authentic
work. Feasible.
Student friendly.
Six facets of
understanding.
Continuum of
assessment types.
Stage 2: What is
evidence of
understanding?
Unit framed around
enduring understandings
and essential questions.
Enduring ideas.
Opportunities for
authentic, discipline-
based work.
Uncoverage. Engaging.
National standards
State standards
Teacher expertise &
interest
Stage 1: What is
worthy & requiring of
understanding?
What the Final
Design
Accomplishes
Filters
(Design Criteria)
Design
Considerations
Key Design
Question
10. Six Facets of Understanding
• Can explain
• Can interpret
• Can apply
• Has perspective
• Can empathize
• Has self-knowledge
11. Rubric for the Six Facets of
Understanding
• Criteria for each facet:
– Explanation – accurate
– Interpretation –
meaningful
– Application – effective
– Perspective – credible
– Empathy – sensitive
– Self-knowledge - self-
aware
12. What the Facets Imply for Unit
Design
• Uncoverage vs.
coverage:
– Text is resource vs.
text is syllabus.
– Main ideas suggest the
kinds of performances
vs. assessment is
viewed as a test based
on text.
13. Two Different Approaches
Did the activities work? Why or why
not?
What misunderstandings are likely?
How will I check for those?
How will I give students a grade (and
justify it to their parents)
Against what criteria will I distinguish
work?
What will students be doing in and out
of class? What assignments will be
given?
How will I be able to distinguish
between those who really understand
and those who don’t (though they may
seem to)?
What resources and materials are
available on this topic?
What performance tasks must anchor
the unit and focus the instructional
work?
What would be interesting & engaging
activities on this topic?
What would be sufficient & revealing
evidence of understanding?
Thinking like an Activity DesignerThinking like an Assessor
14. Implications for Teaching
Socratic
Questioning and
Active
Participation
Coaching,
Exercises, and
Supervised
Practice
Didactic
Instruction
Enlarged
Understanding
of Ideas and
Values
Development of
Intellectual
Skills
Acquisition of
Organized
Knowledge
15. Design Standards are Important
• Helps us understand:
– What is worthy of
understanding in this unit?
– What counts as evidence
that students really
understand and can use
what we’re teaching?
– What knowledge and skills
must we teach to enable
them to apply their
knowledge in meaningful
ways?
16. Ideally…
• Units would be reviewed
with others in a peer
review process.
• Units would be
documented with all the
information including
handouts required and
exemplars.
• Units would be made
available to share.
17. A Process, not an Event
• Takes place over time
– 3 to 5 years
minimum.
• Can adapt any or all of
these perspectives and
incorporate others.
• Emphasis on student
understanding is key.