1. Understanding by Design (UbD) Wiggins & McTighe
A Brief Introduction
Dansalan College Foundation
High School Department
Marawi City, Lanao del Sur
Richard S. Tutanes,
Acting Principal
May 4, 2010

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. Understanding is the ability to transfer learning to new, different and unique experiences.”
Wiggins
“To question means to lay open, to place in the open. Only a person who has questions can have real understanding.”
Gadamer, 1994

4. 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

5. Stages of Backward Design
Identify Desired Results
Stage 2
Determine Acceptable Evidence
Stage 3
Plan Learning Experiences and Instruction

6. 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

7. The “big ideas” of each stage:
Assessment Evidence
Learning
Activities
Understandings Essential Questions s t a g e 2 3
Standard(s): 1
Performance T
ask(s):
Other Evidence:
Unpack the content standards and ‘content’, focus on big ideas
What are the big ideas?
Analyze multiple sources of evidence, aligned with Stage 1
What’s the evidence?
Derive the implied learning from Stages 1 & 2
How will we get there?

8. Each element is found behind a menu tab when designing units
Stage 1
Stage 2
Stage 3
Learning
Plan U
Understandings T
Task(s) L Q
Questions R
Rubric(s)
Content
Standards CS OE
Other
Evidence K
Knowledge
& Skill

9. Not necessary to fill in the template “in order”!
There are many ‘doorways’ into successful design – you can start with...
Content standards
Performance goals
A key resource or activity
A required assessment
A big idea, often misunderstood
An important skill or process
An existing unit or lesson to edit

10. Exchange featrues provide other entry points
You can –
Search for, find, and attach other designers’ essential questions and understandings to your own unit
Use the web links provided to find ideas on relevant sites for each design element
Study exemplary units and adapt them to your own needs and interests

11. Misconception Alert: the work is non-linear!
Misconception Alert: the work is non-linear
It doesn’t matter where you start as long as the final design is coherent (all elements aligned)
Clarifying one element or Stage often forces changes to another element or Stage
The template “blueprint” is logical but the process is non-linear (think: home improvement!)

12. Establishing Curricular Priorities
Enduring
Understanding
Worth being familiar with
Important to know and do
©1998 Grant Wiggins and Jay McTigheWorth

13. 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.

14. Practically speaking, this means…
•Turning content standards and outcome statements into question form.
•Designing assignments and assessment that evoke possible answers

15. Avoid truisms, facts, definitions!
The Big Ideas
To determine the Big Ideas for your unit or course, ask yourself…
Why? So what?
What is the “moral of the story”?
How is _____ applied in the world beyond the classroom?
What couldn’t we do if we didn’t understand _____?
Avoid truisms, facts, definitions!

16. The big ideas provide a way to connect and recall knowledge
The Parallel postulate
S.A.S. Congruence
Like rules of a game
Big Idea:
A system
of many powerful inferences from a small set
of givens
A2 + B2 = C2
Like Bill of Rights

17. “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) Q U

18. Big Ideas in Literacy: Examples
Rational persuasion (vs. manipulation)
audience and purpose in writing
A story, as opposed to merely a list of events linked by “and then…”
reading between the lines
writing as revision
a non-rhyming poem vs. prose
fiction as a window into truth
A critical yet empathetic reader
A writer’s voice

19. Some questions for identifying truly “big ideas”
Does it have many layers and nuances, not obvious to the naïve or inexperienced person?
Can it yield great depth and breadth of insight into the subject? Can it be used throughout K-12?
Do you have to dig deep to really understand its subtle meanings and implications even if anyone can have a surface grasp of it?
Is it (therefore) prone to misunderstanding as well as disagreement?
Are you likely to change your mind about its meaning and importance over a lifetime?
Does it reflect the core ideas as judged by experts?

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

21. to uncover the
really ‘big ideas.’

22. 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 Q K CS

23. 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

24. From Big Ideas to Understandings about them
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

25. Essential Questions …
Have no simple ‘right answer; they are meant to be argued and discussed (discovered, uncovered)
Designed to provoke and sustain inquiry
Often address the foundational or historical issues of a subject
Lead to more questions
Naturally come back again when learning
Encourage ongoing re-thinking of big ideas, assumptions, prior learning (transference…)
Could be overarching or topical
Hand-outs: wkbk p. 83, 88, 92

26. Essential 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 the classroom inquiry.
Raise more questions-provoking and sustaining engaged inquiry.
Often raise important conceptual or philosophical issues.
Can provide purpose for learning.

27. Essential vs. leading Q’s
Asked to be argued
Designed to “uncover” new ideas, views, lines of argument
Set up inquiry, heading to new understandings.
Leading
Asked as a reminder, to prompt recall
Designed to “cover” knowledge
Point to a single, straightforward fact-a rhetorical question

28. 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?

29. 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?

30. Big Picture of a Design Approach
KEY DESIGN
QUESTION
DESIGN
CONSIDERATIONS
FILTERS
(DESIGN CRITERIA)
WHAT THE FINAL DESIGN ACCOMPLISHES
Stage 1: What is worthy and requiring of understanding?
DepEd standard
Institution Standard
Teacher expertise and interest
Enduring ideas.
Opportunities for authentic, discipline-based work. Uncoverage. Engaging.
Unit framed around enduring understandings and essential questions
Stage 2: What is evidence of understanding?
Six facets of understanding. Continuum of assessment types.
Valid. Reliable. Sufficient. Authentic work. Feasible. Student friendly
Unit anchored in credible and educationally vital evidence of the desired understandings.
Stage 3: What learning experiences & teaching promote understanding, interest, and excellence?
Research based repertoire of learning & teaching strategies.
Essential & enabling knowledge & skill.
WHERE
Where is it going?
Hook the students.
Explore & equip.
Rethink & revise.
Exhibit & evaluate.
Coherent learning experiences & teaching that will evoke & develop the desired understandings, promote interest & make excellent performance more likely.

31. Six Facets of Understanding
•Can explain
•Can interpret
•Can apply
•Has perspective
•Can empathize
•Has self-knowledge

32. Facet 1: Explanation Definition What does this mean?
“sophisticated and apt explanations and theories, which provide knowledgeable and justified accounts of events, actions, and ideas.” (Wiggins & McTighe,1998)
What does this mean?
A student who understands can explain. To explain is to provide thorough, supported, and justifiable evidence and argument. Student who are able to explain can make predictions, ask key questions, provide insights and identify the “big idea”.
Evidence of Explanation

33. Facet 2: Interpretation
Definition
“interpretations, narratives, and translations that provide meaning.” (Wiggins & McTighe, 1998)
What does this mean?
A student who understands can interpret. To interpret is to tell meaningful stories that offer various translations; providing background knowledge to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models.
Evidence of
interpretation

34. Facet 3: Application Definition What does this mean?
“ability to use knowledge effectively in new situations and diverse contexts. (Wiggins & McTighe, 1998)
What does this mean?
A student who understands can apply effectively. Students use and adapt what is known in various contexts. Students are able to adjust as they understand.
Evidence of
Application

35. Facet 4: Perspective Definition What does this mean?
“critical and insightful points of veiw.” (Wiggins & McTighe,1998)
What does this mean?
A student who understands has perspective. Perspective is when a student can see and hear points of view through critical eyes and ears; know the limits and the worth of an idea; can see the big picture.
Evidence of
Perspective

36. Facet 5: Empathy Definition What does this mean?
“the ability to get inside another person’s feelings and worldview.” (Wiggins & McTighe,1998)
What does this mean?
A student needs to empathize to understand. To empathize is to find value in another’s situation or idea; assume that an odd idea may contain worthwhile insights; see incomplete or incorrect elements of ideas; explain misconceptions viewed by others.
Evidence of
Empathy

37. Facet 6: Self-Knowledge
Definition
“the wisdom to know one’s ignorance and how one’s patterns of thought and action inform as well as prejudice understanding.” (Wiggins & McTighe,1998)
What does this mean?
Self-Knowledge is the ability to perceive the personal style, prejudices and get beyond them; recognize strengths and weaknesses; question ones own ideas; accept feedback from others. 

38. 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

39. 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.

40. Two Different Approaches
Thinking like an Assessor
Thinking like an Activity Designer
What would be sufficient and revealing evidence of understanding?
What would be interesting and engaging activities on this topic?
What performance tasks must anchor the unit and focus the instructional work?
What resources and materials are available on the topic?
How will I be able to distinguish between those who really understand and those who don’t (though they may seem to)?
What will students be doing in and out of class? What assignments will be given?
Against what criteria will I distinguish work?
How will I give students a grade (and justify it to their parents)
What misunderstandings are likely? How will I check for those?
Did the activities work? Why or why not?

41. Implications for Teaching
Acquisition of Organized Knowledge
Development of Intellectual Skills
Enlarged Understanding of Ideas and Values
Didactic Instruction
Coaching, Exercises, and Supervised Practice
Socratic Questioning and Active Participation

42. 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?

43. 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.

44. 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.

45. 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 R

46. The big idea for Stage 2 The evidence should be credible & helpful.
Implications: the assessments should –
Be grounded in real-world applications, supplemented as needed by more traditional school evidence
Provide useful feedback to the learner, be transparent, and minimize secrecy
Be valid, reliable - aligned with the desired results of Stage 1 (and fair)

47. Just because the student “knows it” …
Evidence of understanding is a greater challenge than evidence that the student knows a correct or valid answer
Understanding is inferred, not seen
It can only be inferred if we see evidence that the student knows why (it works) so what? (why it matters), how (to apply it) – not just knowing that specific inference

48. Reliability: Snapshot vs. Photo Album
We need patterns that overcome inherent measurement error
Sound assessment (particularly of State Standards) requires multiple evidence over time - a photo album vs. a single snapshot

49. Assessment types Traditional quizzes& tests paper/pencil
selected-response
constructed response
Performance tasks
& projects
open-ended
complex
authentic
Worth being
Familiar with
Important to
know& do
Big Ideas
Worth
understanding

50. 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

51. Some key understandings about assessment
The only way to assess for understanding is via contextualized performance - “applying” in the broadest sense our knowledge and skill, wisely and effectively
Performance is more than the sum of the drills: using only conventional quizzes and tests is insufficient and as misleading as relying only on sideline drills to judge athletic performance ability for example.

52. Scenarios for Authentic Tasks
Build assessments anchored in authentic tasks using GRASPS:
G-What is the Goal in the scenario?
R-What is the Role?
A-Who is the Audience?
S-What is your Situation (context)?
P-What is the Performance challenge?
S-By what Standards will work be judged in the scenario?

53. Stage 3 big idea: E F C T I V E N
G A G IN G
and

54. Stage 3-Plan learning experience and instruction
A focus on engaging and effective learning, “designed in”
What learning experiences and instruction will promote the desired understanding, knowledge and skill?
How will you best promote the deepening of insight and interest?
How will you prepare students for the performance(s)?

55. 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

56. Think of your obligations via W. H. E. R. E. T. O.
“Where are we headed?” (the student’s Q!)
How will the student be ‘hooked’?
What opportunities will there be to be equipped, and to experience and explore key ideas?
What will provide opportunities to rethink, rehearse, refine and revise?
How will students evaluate their work?
How will the work be tailored to individual needs, interests, styles?
How will the work be organized for maximal engagement and effectiveness? H E R E T O