Understanding by Design (UBD) - Presentation

© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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Understanding by Design
the ‘big ideas’
of UbD

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

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Why “backward”?
The stages are logical but they go
against habits
 We’re used to jumping to lesson and
activity ideas - before clarifying our
performance goals for students
 By thinking through the assessments
upfront, we ensure greater alignment of
our goals and means, and that teaching is
focused on desired results

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Understanding by Design
Template: the basis of Exchange
The ubd template
embodies the 3
stages of
“Backward Design”
The template
provides an easy
mechanism for
exchange of ideas

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The “big ideas” of each stage:
Assessment Evidence
LearningActivities
Understandings Essential Questions
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Standard(s):
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Performance Task(s): Other Evidence:
Unpack the content
standards and
‘content’, focus on
big ideas
Analyze multiple
sources of evidence,
aligned with Stage 1
Derive the implied
learning from
Stages 1 & 2
What are the big ideas?
What’s the evidence?
How will we get there?

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“Big Ideas” are typically
revealed via –
 Core concepts
 Focusing themes
 On-going debates/issues
 Insightful perspectives
 Illuminating paradox/problem
 Organizing theory
 Overarching principle
 Underlying assumption
 (Key questions)
 (Insightful inferences from facts) U
Q

You’ve got to go
below the surface...

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to uncover the
really ‘big ideas.’

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& instruction
3 Stages of Design,
elaborated

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Stage 1 – Identify
desired results.
Key: Focus on Big ideas
 Enduring Understandings: What specific insights
about big ideas do we want students to leave with?
 What essential questions will frame the teaching
and learning, pointing toward key issues and
ideas, and suggest meaningful and provocative
inquiry into content?
 What should students know and be able to do?
 What content standards are addressed explicitly
by the unit?
U
K
Q
CS

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The “big idea” of
Stage 1:
There is a clear focus in the unit
on the big ideas
Implications:
 Organize content around key concepts
 Show how the big ideas offer a purpose and
rationale for the student
 You will need to “unpack” Content standards in
many cases to make the implied big ideas clear

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An understanding is a
“moral of the story” about the big ideas
 What specific insights will students take
away about the the meaning of
‘content’ via big ideas?
 Understandings summarize the desired
insights we want students to realize
From Big Ideas to
Understandings about them U

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Essential Questions
What questions –
 are arguable - and important to argue about?
 are at the heart of the subject?
 recur - and should recur - in professional work,
adult life, as well as in classroom inquiry?
 raise more questions – provoking and
sustaining engaged inquiry?
 often raise important conceptual or
philosophical issues?
 can provide organizing purpose for
meaningful & connected learning?
Q

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Essential vs. “leading” Q’s
used in teaching (Stage 3)
Essential - STAGE 1
 Asked to be argued
 Designed to
“uncover” new
ideas, views, lines
of argument
 Set up inquiry,
heading to new
understandings
Leading - STAGE 3
 Asked as a reminder,
to prompt recall
 Designed to “cover”
knowledge
 Point to a single,
straightforward fact -
a rhetorical question

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Sample Essential Questions:
 Who are my true friends - and how do I
know for sure?
 How “rational” is the market?
 Does a good read differ from a ‘great book’?
Why are some books fads, and others
classics?
 To what extent is geography destiny?
 Should an axiom be obvious?
 How different is a scientific theory from a
plausible belief?
 What is the government’s proper role?
Q

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& instruction
3 Stages of Design:
Stage 2

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Stage 2 – Assessment
Evidence
Template fields ask:
 What are key complex performance tasks
indicative of understanding?
 What other evidence will be collected to build
the case for understanding, knowledge, and
skill?
 What rubrics will be used to assess complex
performance?
T
OE
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Assessment of Understanding
via the 6 facets
i.e. You really understand when you can:
 explain, connect, systematize, predict it
 show its meaning, importance
 apply or adapt it to novel situations
 see it as one plausible perspective among
others, question its assumptions
 see it as its author/speaker saw it
 avoid and point out common misconceptions,
biases, or simplistic views

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Scenarios for Authentic Tasks
Build assessments anchored in
authentic tasks using GRASPS:
 What is the Goal in the scenario?
 What is the Role?
 Who is the Audience?
 What is your Situation (context)?
 What is the Performance challenge?
 By what Standards will work be judged
in the scenario?
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For Reliability & Sufficiency:
Use a Variety of Assessments
Varied types, over time:
 authentic tasks and projects
 academic exam questions, prompts,
and problems
 quizzes and test items
 informal checks for understanding
 student self-assessments

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& instruction
3 Stages of Design:
Stage 3

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Stage 3 big idea:
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and
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G
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Stage 3 – Plan Learning
Experiences & Instruction
A focus on engaging and effective
learning, “designed in”
 What learning experiences and
instruction will promote the desired
understanding, knowledge and skill of
Stage 1?
 How will the design ensure that all
students are maximally engaged and
effective at meeting the goals?
L

Understanding by Design (UBD) - Presentation

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