1. Understanding
By Design

2. The Three Phases of UbD Establish Your Goals
Plan How You Will Assess Learning
Plan Your Instruction

3. Stage 1: Goals
“The idea is to plan backward from worthy goals—the transferable concepts, principles, processes, and questions that enable students to apply their learning in meaningful and authentic ways.” Jay McTighe

4. Stage 1: How are goals transferable?
“[Transfer is] the ability to extend what has been learned in one context to new contexts. Educators hope that students will transfer learning from one problem to another within a course, from one year in school to another, between school and home, and from school to workplace. Assumptions about transfer accompany the belief that it is better to broadly “educate” people than simply “train” them to perform particular tasks.” From How People Learn

5. Stage 2: Assessments—3 Forms
Summative Assessment
Formative Assessment
“Authentic” Assessment

6. Stage 2: Summative Assessment
“Summative Assessments are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period—typically at the end of a project, unit, course, semester, program, or school year.”
a midterm exam
a final project
a paper
a senior recital

7. Stage 2: Summative Assessment
Use a summative assessment for finished/final projects.
Use summative assessment to evaluate the strength of a unit of instruction (e.g., what can I improve next time?)
To assign grades

8. Stage 2: Formative Assessment
“The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.”
draw a concept map in class to represent their understanding of a topic
submit one or two sentences identifying the main point of a lecture
turn in a research proposal for early feedback
Exit slips
Three-minute paper

9. Stage 2: Formative Assessment
Use formative assessments everyday!
Use them to adjust teaching “on the go.”
Use them to determine ”what works.”
Do not use them to assign grades

10. Stage 2: “Authentic” Assessment
“… [is] a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.”
writing an obituary for a historical figure
developing a road trip budget
recording a podcast
drafting a classroom constitution

11. Stage 2: “Authentic” Assessment
Use authentic assessment to evaluate “transfer”
Use them with a rubric!
The authentic task is also the authentic assessment
Use at least one (1) authentic assessment in your UbD unit

12. Stage 3: Planning Daily Instruction
Now it is time to carve your goals and and assessments in to daily units of instruction
Each day....
Gaining attention
Informing the learner of the objective
Stimulating recall of previous learning
Presenting new material
Providing learning guidance
Eliciting performance
Providing feedback
Assessing performance