Understanding by Design (UBD) - Presentation

Understanding by Design (UBD)

1. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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Understanding by Design
the ‘big ideas’
of UbD

2. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of
(“Backward”) Design

3. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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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

4. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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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

5. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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The “big ideas” of each stage:
Assessment Evidence
Learning Activities
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?

6. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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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

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

8. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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to uncover the
really ‘big ideas.’

9. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design,
elaborated

10. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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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 questionswill 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 standardsare addressed explicitly
by the unit?
U
K
Q
CS

11. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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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

12. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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An understanding is a
“moral of the story”about the big ideas
What specificinsights 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
Understandingsabout themU

13. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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Essential Questions
What questions –
are arguable-and importantto argue about?
are at the heart of the subject?
recur -and shouldrecur -in professional work,
adult life, as well as in classroom inquiry?
raise morequestions –provoking and
sustaining engaged inquiry?
often raise important conceptual or
philosophical issues?
can provide organizing purpose for
meaningful & connected learning?
Q

14. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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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

15. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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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

16. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design:
Stage 2

17. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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Stage 2 –Assessment
Evidence
Template fields ask:
What are key complex performance tasks
indicative of understanding?
What other evidencewill be collected to build
the case for understanding, knowledge, and
skill?
What rubrics will be used to assess complex
performance?
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18. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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Assessment of Understanding
via the 6 facets
i.e. You reallyunderstand 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

19. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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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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20. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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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

21. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design:
Stage 3

22. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002
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Stage 3 big idea:
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Stage 3 –Plan Learning
Experiences & Instruction
A focus on engagingandeffective
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?
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