1. Understanding By Design Online Module Adapted from Understanding By Design Expanded 2 nd Edition Grant Wiggins and Jay McTigue

2. Why UbD? It provides a logic of curricular design that is tied to interesting and applicable knowledge and understandings for your students. It provides a logic of curricular design that is tied to interesting and applicable knowledge and understandings for your students. It does not matter at what entry point you begin the design as long as it is coherent by the final draft. It does not matter at what entry point you begin the design as long as it is coherent by the final draft. Allows you to add the big ideas from your content area to your teaching practice. Allows you to add the big ideas from your content area to your teaching practice. Think about why you love your content area. I sure it is not because of the vocabulary. The ideas are what matters. Think about why you love your content area. I sure it is not because of the vocabulary. The ideas are what matters.

3. What are the goals? To create understanding of topics in your classroom. To create understanding of topics in your classroom. Those understandings should be the focus of your unit, not just knowledge. Those understandings should be the focus of your unit, not just knowledge. Students should be able to transfer their understandings of their topics to other areas of their lives. Students should be able to transfer their understandings of their topics to other areas of their lives. Allow students to analyze, experience and apply information in a variety of ways. Allow students to analyze, experience and apply information in a variety of ways. What is the difference between knowledge and understanding? What is the difference between knowledge and understanding?

4. Knowledge vs. Understanding Knowledge- The facts, a body of coherent facts, verifiable claims, right or wrong, I know something to be true, I respond on cue with what I know. Knowledge- The facts, a body of coherent facts, verifiable claims, right or wrong, I know something to be true, I respond on cue with what I know. Understanding- The meaning of the facts, the “theory” that provides coherence and the meaning to those facts, fallible, in process theories, a matter of degree or sophistication, I understand why it is, what makes it knowledge, I judge when to and when not to use what I know Understanding- The meaning of the facts, the “theory” that provides coherence and the meaning to those facts, fallible, in process theories, a matter of degree or sophistication, I understand why it is, what makes it knowledge, I judge when to and when not to use what I know

5. The Importance of Understanding Understand(ing) is both a noun and a verb. Understand(ing) is both a noun and a verb. To understand a topic or subject is to be able to use or apply knowledge and skills wisely and effectively. To understand a topic or subject is to be able to use or apply knowledge and skills wisely and effectively. An understanding is the successful result of trying to understand- the resultant grasp of an unobvious idea that makes meaning of many discrete pieces of knowledge. An understanding is the successful result of trying to understand- the resultant grasp of an unobvious idea that makes meaning of many discrete pieces of knowledge. The goal is for the learner to be able to take random pieces of knowledge that have no larger meaning, to come to see them as part of a larger and more meaningful system through purposeful curricular planning of experiences. The goal is for the learner to be able to take random pieces of knowledge that have no larger meaning, to come to see them as part of a larger and more meaningful system through purposeful curricular planning of experiences.

6. Let’s Start Planning As a reminder UbD is created to be started at any point of the template or idea. The key though is to use the Essential Questions (EQ) and Enduring Understandings (EU) to guide the unit to its natural conclusion with a final assessment. As a reminder UbD is created to be started at any point of the template or idea. The key though is to use the Essential Questions (EQ) and Enduring Understandings (EU) to guide the unit to its natural conclusion with a final assessment. Keep the end in mind! Keep the end in mind! What is important to you when planning a unit? How do you decide what goes into the unit plan? See Figure 3.3 Clarifying Content Priorities for a graphic organizer. What is important to you when planning a unit? How do you decide what goes into the unit plan? See Figure 3.3 Clarifying Content Priorities for a graphic organizer.

7. 6 Facets of Understanding Throughout your unit students should experience and engage in these facets of understanding to help build power of ideas that are central to the unit plan. Throughout your unit students should experience and engage in these facets of understanding to help build power of ideas that are central to the unit plan. By the end your students should be able to explain, interpret, apply, have perspective, can empathize, and have self knowledge. By the end your students should be able to explain, interpret, apply, have perspective, can empathize, and have self knowledge. Let’s look at an overview of each facet. Let’s look at an overview of each facet.

8. Explain and Interpret Explain- though generalizations or principals, providing justified and systemic accounts of phenomena, facts, and data; make insightful connections and provide illuminating examples or illustrations. Explain- though generalizations or principals, providing justified and systemic accounts of phenomena, facts, and data; make insightful connections and provide illuminating examples or illustrations. Interpret- tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make the object of understanding personal or accessible through images, anecdotes, analogies, and models. Interpret- tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make the object of understanding personal or accessible through images, anecdotes, analogies, and models.

9. Apply, Perspective, Empathy Apply- Effectively use and adapt what we know in diverse and real contexts- we can “do the subject. Apply- Effectively use and adapt what we know in diverse and real contexts- we can “do the subject. Have Perspective- see and hear points of view though critical eyes and ears; see the big picture. Have Perspective- see and hear points of view though critical eyes and ears; see the big picture. Can Empathize- find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience. Can Empathize- find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience.

10. Self Knowledge Have Self Knowledge- show metacognitive awareness; perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; are aware of what we do not understand; reflect on the meaning of learning and experience. (Wiggins and McTigue, 84) Have Self Knowledge- show metacognitive awareness; perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; are aware of what we do not understand; reflect on the meaning of learning and experience. (Wiggins and McTigue, 84) Clearly each of the facets will not happen in each lesson, but thinking about how you can provide your students with these understanding can shape the direction of your planning. There more that can be incorporated the stronger the understanding will be for your students. Clearly each of the facets will not happen in each lesson, but thinking about how you can provide your students with these understanding can shape the direction of your planning. There more that can be incorporated the stronger the understanding will be for your students.

11. Stage One Setting the Stage

12. Established Goals In this section of the template you can fill in any relevant state standards or objectives you will use throughout your unit. In this section of the template you can fill in any relevant state standards or objectives you will use throughout your unit. Refer to Figure 3.2: Unpacking Standards for a graphic organizer that explains how to utilize the language of the standards to help identify Big Ideas and Real World Performance tasks that can jump start your thinking about the unit plan. Refer to Figure 3.2: Unpacking Standards for a graphic organizer that explains how to utilize the language of the standards to help identify Big Ideas and Real World Performance tasks that can jump start your thinking about the unit plan.

13. Essential Questions For your unit there should be no more than 2-3 Essential Questions that are being focused on. It is fine to create one solid question that guides the unit. The emphasis should not be on quantity but quality. THE LANGUAGE MUST BE STUDENT FRIENDLY! For your unit there should be no more than 2-3 Essential Questions that are being focused on. It is fine to create one solid question that guides the unit. The emphasis should not be on quantity but quality. THE LANGUAGE MUST BE STUDENT FRIENDLY! The questions CANNOT have a clear answer to it. It should be highly debatable and allow the students to create their own understanding of the topic to answer it. The questions CANNOT have a clear answer to it. It should be highly debatable and allow the students to create their own understanding of the topic to answer it. Hint: After you create an Essential Question- try to answer it. If you can answer it simply then it is not an essential question. Look again at how you can change the wording to open the concept up. Hint: After you create an Essential Question- try to answer it. If you can answer it simply then it is not an essential question. Look again at how you can change the wording to open the concept up.

14. EQ Continued It is better to make your question broad, than too narrow and specified to a set group of knowledge. It is better to make your question broad, than too narrow and specified to a set group of knowledge. EQ’s can be divided into Overarching or Topical Groupings. EQ’s can be divided into Overarching or Topical Groupings. Examples: Examples: Overarching- What are common factors in the rise and fall of powerful nations? Overarching- What are common factors in the rise and fall of powerful nations? Topical- Why did the Roman Empire Collapse? Topical- Why did the Roman Empire Collapse?

15. EQ Continued Overarching EQ’s allow for greater transfer of knowledge through multiple topics. For instance of the take the questions of “Is war ever justified?” that theme is something that can be revisited under different time periods and points of view. Think about the difference between how the Revolutionary War and the Vietnam War might bring very different sets of knowledge towards answering this question. Overarching EQ’s allow for greater transfer of knowledge through multiple topics. For instance of the take the questions of “Is war ever justified?” that theme is something that can be revisited under different time periods and points of view. Think about the difference between how the Revolutionary War and the Vietnam War might bring very different sets of knowledge towards answering this question. Topical EQ’s allow for a smaller more focused look at specific curricular points. Topical EQ’s allow for a smaller more focused look at specific curricular points. For more information see: http://www.authenticeducation.org/bigideas/article.lasso?artId =53 For more information see: http://www.authenticeducation.org/bigideas/article.lasso?artId =53 http://www.authenticeducation.org/bigideas/article.lasso?artId =53 http://www.authenticeducation.org/bigideas/article.lasso?artId =53

16. Enduring Understandings Think about the ideas that your essential question is based on? What information or basic understanding will your students have to master in order to create an answer to your question. Think about the ideas that your essential question is based on? What information or basic understanding will your students have to master in order to create an answer to your question. Finish the sentence: “Student’s should understand that…” Finish the sentence: “Student’s should understand that…” The the understanding should be phrased as full sentence generalizations of propositions. The the understanding should be phrased as full sentence generalizations of propositions.

17. EU Example If the topic is about the Civil War some new curriculum writers might say that their EU is that they want their students to understand the Civil War. That is NOT an EU. If the topic is about the Civil War some new curriculum writers might say that their EU is that they want their students to understand the Civil War. That is NOT an EU. Keep digging… Keep digging… A good example would be: I want them to understand that there are several and interrelated causes to the Civil War- the morality of slavery, fundamentally different views about the role of the federal government, dissimilarities of regional economies, and clash of cultures. A good example would be: I want them to understand that there are several and interrelated causes to the Civil War- the morality of slavery, fundamentally different views about the role of the federal government, dissimilarities of regional economies, and clash of cultures.

18. EU Continued That EU provides the types of knowledge students need to master in order to engage in the answering of the EQ. It is not too broad or too narrow, it provides a nice roadmap of what needs to be understood. That EU provides the types of knowledge students need to master in order to engage in the answering of the EQ. It is not too broad or too narrow, it provides a nice roadmap of what needs to be understood. EU’s should be fairly proportional to the amount of EQ’s your unit should have. If you start seeing too many understandings then you know that you are not being specific about the grouping of knowledge needed to answer your questions. EU’s should be fairly proportional to the amount of EQ’s your unit should have. If you start seeing too many understandings then you know that you are not being specific about the grouping of knowledge needed to answer your questions.

19. EU Continued Just like with EQ’s there can be overarching and topical EU’s. Just like with EQ’s there can be overarching and topical EU’s. Overarching EU: In a free market economy, price is a function of demand versus supply. Overarching EU: In a free market economy, price is a function of demand versus supply. Topical EU: A baseball card’s worth depends on who wants it, not just the condition or the number of similar ones available. Topical EU: A baseball card’s worth depends on who wants it, not just the condition or the number of similar ones available. MAKE SURE THE EU IS IN STUDENT FRIENDLY LANGUAGE! MAKE SURE THE EU IS IN STUDENT FRIENDLY LANGUAGE! For a template to help guide your thought process see Figure 6.3: Identifying Essential Questions and Understanding For a template to help guide your thought process see Figure 6.3: Identifying Essential Questions and Understanding

20. Knowledge Once you have the essential questions and enduring understandings planned out it is now time to start plugging in the pieces of knowledge you students will know at the end of the unit. Once you have the essential questions and enduring understandings planned out it is now time to start plugging in the pieces of knowledge you students will know at the end of the unit. This is where you go to your specific content knowledge pieces and identify what type of knowledge will help your students to answer the EQ and develop the mastery of the EU. This is where you go to your specific content knowledge pieces and identify what type of knowledge will help your students to answer the EQ and develop the mastery of the EU. Use the question prompts in the one page template to get started. Use the question prompts in the one page template to get started.

21. Skills In the skills section you want to think about all of the ways your students will access the information in the unit. In the skills section you want to think about all of the ways your students will access the information in the unit. What type of content skills will they need to know? How to read a map, Analyze a primary source using the DBQ method, create a timeline of events etc… What type of content skills will they need to know? How to read a map, Analyze a primary source using the DBQ method, create a timeline of events etc… Really spending time reflecting on this portion of the plan will help pave the road for differentiation, and concrete learning strategies that you will use throughout the unit. Really spending time reflecting on this portion of the plan will help pave the road for differentiation, and concrete learning strategies that you will use throughout the unit.

22. Stage 2 How will I know that they understand what is going on?

23. Assessment It is important to assess how your students are gaining and using knowledge in your classroom. It is important to assess how your students are gaining and using knowledge in your classroom. Assessment comes in several forms such a exit polls, do nows, reading questions, projects, portfolios, and the infamous tests. Assessment comes in several forms such a exit polls, do nows, reading questions, projects, portfolios, and the infamous tests. Your assessments need to match up and evaluate the knowledge and understandings you are asking your students to engage in throughout the unit. Your assessments need to match up and evaluate the knowledge and understandings you are asking your students to engage in throughout the unit.

24. Quick Review of Formative and Summative Assessments Formative assessments are the type of assessments you do throughout the unit to evaluate how students are understanding your unit as you are teaching it. These can be as simple as asking you class great questions in discussions, quick exit polls, etc. Formative assessments are the type of assessments you do throughout the unit to evaluate how students are understanding your unit as you are teaching it. These can be as simple as asking you class great questions in discussions, quick exit polls, etc. Summative Assessment is what takes place at the end of the learning process. Most teachers use a test as a summative assessment. Projects that incorporate the EQ or portfolios of student work are also considered summative assessments. Summative Assessment is what takes place at the end of the learning process. Most teachers use a test as a summative assessment. Projects that incorporate the EQ or portfolios of student work are also considered summative assessments.

25. How Do I Think Like An Assessor? When thinking like an assessor ask yourself the following questions: When thinking like an assessor ask yourself the following questions: What would be sufficient and revealing evidence of understanding? What would be sufficient and revealing evidence of understanding? Given the goals, what performance tasks must anchor the unit and focus the instructional work? Given the goals, what performance tasks must anchor the unit and focus the instructional work? What are the different types of evidence required by Stage 1 desired results? What are the different types of evidence required by Stage 1 desired results?

26. How Do I Think Like An Assessor? Against what criteria will we appropriately consider work and assess levels of quality? Against what criteria will we appropriately consider work and assess levels of quality? Did these assessments reveal and distinguish those who really understood from those that only seemed too? Am I clear on the reasons behind learner mistakes? Did these assessments reveal and distinguish those who really understood from those that only seemed too? Am I clear on the reasons behind learner mistakes? Through the use of these questions it will become easier to identify the type of work to be done, how to create the assessment itself, and how to evaluate and grade the unit. Through the use of these questions it will become easier to identify the type of work to be done, how to create the assessment itself, and how to evaluate and grade the unit.

27. Performance Tasks It is clear in the template the emphasis that Wiggins and McTigue place on performance tasks- but what does this term mean? It is clear in the template the emphasis that Wiggins and McTigue place on performance tasks- but what does this term mean? Performance tasks place the students in the real life contexts in which they utilize their knowledge to perform authentic tasks. Performance tasks place the students in the real life contexts in which they utilize their knowledge to perform authentic tasks. This style of assessment tests student understanding through performance. This style of assessment tests student understanding through performance.

28. GRASPS An excellent tool to create performance assessments is through the use of GRASPS. An excellent tool to create performance assessments is through the use of GRASPS. G-Goal- What is the task at hand? What are students being asked to do? G-Goal- What is the task at hand? What are students being asked to do? R- Role- What role is the student playing in the task? A reporter, judge etc… R- Role- What role is the student playing in the task? A reporter, judge etc… A- Audience- Who are they performing for? A- Audience- Who are they performing for? S- Situation- What is the context or challenge they are facing? S- Situation- What is the context or challenge they are facing? P- Products, Performance, and Purpose- What is being created or developed? P- Products, Performance, and Purpose- What is being created or developed? S- Standards and Criteria for Success- What are you evaluating the process on? S- Standards and Criteria for Success- What are you evaluating the process on?

29. GRASPS It is important to think through these steps when creating a performance task to make sure it is clear to both yourself and the students what the process will look like. It is important to think through these steps when creating a performance task to make sure it is clear to both yourself and the students what the process will look like. Identifying the criteria for evaluation will help in the creation of items like rubrics, which can allow you to have clear explanations about how students are expected to show their understanding of the assignment and material as well as provide a clear roadmap to grading the assignments. Identifying the criteria for evaluation will help in the creation of items like rubrics, which can allow you to have clear explanations about how students are expected to show their understanding of the assignment and material as well as provide a clear roadmap to grading the assignments. For further information read Figure 7.5 Types of Evidence through Figure 7.7 GRASPS Task Design Prompts. For further information read Figure 7.5 Types of Evidence through Figure 7.7 GRASPS Task Design Prompts.

30. Other Evidence This sections should include a list of any of the other assessments that you will be using throughout the unit. This sections should include a list of any of the other assessments that you will be using throughout the unit. For a graphic connection to how the levels of assessment tie into the type of ideas you want to put in your unit see Figure 7.11 Curricular Priorities and Assessment Methods For a graphic connection to how the levels of assessment tie into the type of ideas you want to put in your unit see Figure 7.11 Curricular Priorities and Assessment Methods

31. Stage 3 What does the day to day look like?

32. The Learning Plan Stage 3 is where you plan out the learning activities you will use throughout the unit. Stage 3 is where you plan out the learning activities you will use throughout the unit. Remember to make sure to align each activity with the overall plan of the unit. Remember to make sure to align each activity with the overall plan of the unit. This is also an excellent time to check for the 6 Facets of Understanding. This is also an excellent time to check for the 6 Facets of Understanding.

33. WHERETO To ensure a variety learning activities Wiggins and McTigue use the acronym WHERETO. There is a complete description of what each letter means on the one page template. To ensure a variety learning activities Wiggins and McTigue use the acronym WHERETO. There is a complete description of what each letter means on the one page template. See the examples on Stage 3- Plan Learning Experiences pgs 331-332 for different formats that could be used in your unit design. See the examples on Stage 3- Plan Learning Experiences pgs 331-332 for different formats that could be used in your unit design.

34. Conclusion Learning UbD and applying it to your curricular planning can seem difficult at first, but once you get into this habit of mind it frees you up from the burden of standards and textbook based teaching to build connections between your content loving self and the teacher you want to be. Learning UbD and applying it to your curricular planning can seem difficult at first, but once you get into this habit of mind it frees you up from the burden of standards and textbook based teaching to build connections between your content loving self and the teacher you want to be. Remember the following: Remember the following: Decide with your mentor teacher and field instructor which stage or section of the template you want to improve your practice with. Then decide what task would show your new found knowledge. Decide with your mentor teacher and field instructor which stage or section of the template you want to improve your practice with. Then decide what task would show your new found knowledge. Bring a rough draft of your unit plan template to class on Nov 19 th. We will be using the time to peer review your units. Bring a rough draft of your unit plan template to class on Nov 19 th. We will be using the time to peer review your units.