Understanding by Design the ‘big ideas’ of UbD Copyright: 2002, Grant Wiggins and Jay McTighe

1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of (“Backward”) Design Copyright: 2002, Grant Wiggins and Jay McTighe

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 Copyright: 2002, Grant Wiggins and Jay McTighe

The “big ideas” of each stage: Assessment Evidence LearningActivities Understandings s t a g e 2 s t a g e 3 Standard(s): s t a g e 1 PerformanceTask(s):Other Evidence: What are the big ideas? What’s the evidence? How will we get there? Copyright: 2002, Grant Wiggins and Jay McTighe

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” PLOs in many cases to make the implied big ideas clear Copyright: 2002, Grant Wiggins and Jay McTighe

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 Copyright: 2002, Grant Wiggins and Jay McTighe

UbD Stage 1 Big Ideas Enduring Understandings Goals

Now that I know what I want them to know and do, how will I know when they get there?

Stage 2 – Assessment Evidence 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/criteria will be used to assess complex performance? Copyright: 2002, Grant Wiggins and Jay McTighe

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

Six Facets of Understanding Can explain Can interpret Can apply Has perspective Can empathize Has self-knowledge Copyright: 2002, Grant Wiggins and Jay McTighe

UbD Stage 2 Task Criteria Evidence How will I address diversity?

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 Copyright: 2002, Grant Wiggins and Jay McTighe

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? W H E E R L T O Copyright: 2002, Grant Wiggins and Jay McTighe

UbD Stage 3 Learning Activities How will I address diversity?

Class Profile Prescribed Learning Outcomes

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!) ! Copyright: 2002, Grant Wiggins and Jay McTighe