Matthew Birtel EDUC 503 FALL 2012 November 27, 2012

 Jay McTighe and Grant Wiggins were the creators of UbD. McTighe Wiggins

 McTighe and Wiggins used two key points in their planning process and structure to guide assessment, curriculum, and instruction.

 Focus on teaching and assessing for understanding and learning transfer.  Design the curriculum “backward” from both ends.  By planning with the ends of understanding and transfer in mind, educators are able to prioritize their instruction around core ideas and “essential questions”.

 McTighe and Wiggins believe: 1. Learning is enhanced when educators think purposefully about curricular planning. 2. UbD aids in focusing the curriculum and instruction by allowing students to effectively use content knowledge. 3. The student will demonstrate understanding by having the capacity to explain and apply what was learned.

4. The educator should design a “backward planned” curriculum through a three-stage design process. Stage 1- Desired Results Stage 2- Assessment Evidence Stage 3- Learning Plan 5. The educator should ensure that the content is understood by assessing that the student can successfully make sense of the curriculum and transfer the learned knowledge. 6. The educator should review the learned material against design standards to enhance the quality and effectiveness of the instruction. 7. The UbD frameworks works to continuously improve student achievement and the educators pedagogic skills.

 1. Identify Desired Results  2. Determine Acceptable Evidence  3. Plan Learning Experiences and Instruction.

 “Backward Design” calls for long term transfer goals.  Designers identify core principles, theories, and concepts contained in the established goals that the students should understand.  Students will absorb “big ideas” and be able to answer “essential questions”.  Essential questions will “..stimulate thought, provoke inquiry, and spark more questions.”

 Determine what evidence is needed to show that students have developed the knowledge, skill, and understanding of content.  These are done through authentic performance tasks.  Six facets of understanding according to Wiggins and McTighe when making assessments:  Students should be able to:  Explain  Interpret  Apply  Develop perspective

 Display empathy  Have self-knowledge. Understanding will also be assessed through quizzes, tests, observations, and homework. Teachers should consider how feedback will be provided to the students.

 What learning experiences and instruction will enable students to achieve the desired results?  Teachers plan their lessons to address three goals: Transfer, meaning making, and acquisition.  Wiggins and McTighe suggest using the WHERETO model to plan a lesson.

 W= What prior knowledge and understanding (or misconceptions) do students have about the content?  H= How will students know the goals and expected performances of the unit? How will we hook and hold students’ interests?  E= How will we help students develop the targeted understandings and equip for their transfer performances?  R= How will we help students rethink or revise their understandings?  E= How will students self-evaluate and reflect on their learning?  T= How will the learning be tailored for diverse students in the classroom?  O= How will the learning be best organized and sequenced?

 Teachers can use the UbD framework by going to  yer_detailpage&v=yoaqGRIWitE