1. The big ideas of UbD UbD big idea Why important? If not… ‘Backward’
Design
Plans need to be
well aligned to be effective
Aimless activity & coverage
Understanding:
Transfer
It is the essence of understanding and the point of
schooling
Students fail to apply,
poor results on tests
Understanding:
via big ideas
that’s how transfer
happens, makes
learning more connected
Learning is fragmented,
more difficult, less engaging

2. KEY: 3 Stages of (“Backward”) Design
1. Identify desired accomplishments
2. Determine acceptable evidence
Then, and only then
3. Plan learning experiences
& instruction

3. What we typically (incorrectly) do:
Identify content
Without checking for
alignment
Brainstorm activities & methods
Come up with an assessment

4. Stage 1 Design Questions
What are the long-term transfer goals? In the end, students should be able, on their own, to...(Big Ideas)
What are the desired (enduring) understandings? (What misunderstandings must be avoided, overcome?)
What are the essential questions to be continually explored?
What knowledge & skill should they leave with?

5. Stage 2 Design Questions
What evidence for assessment (of skills and
knowledge) is required by our Stage 1 goals?
What performances are indicative of
understanding - transfer of learning and understanding of content via big ideas?
What other evidence is required by the goals?
What scoring rubrics/criteria/indicators will be used to assess student work against the goals?

6. Stage 2: Assessment
The analytic challenge is to identify the ULTIMATE tasks embodying the Standard - reflecting the kind of accomplishment the Standard envisions - and other long-term goals
What real-world important tasks epitomize the Standard?
What projects should a student who has met the Standard be able to do well?
What challenges in the world should students be prepared to handle and accomplish?

7. Stage 3 - design Qs
If those are the desired STAGE 1 goals and STAGE 2 performance tasks . . .
What do students need to acquire?
What inquiries and meaning making must they actively be made to engage in?
What transfer must they practice and get feedback on?
What formative assessments are essential for feedback, adjustment, meeting goals?
What sequence is optimal for engagement and success?
How will the work be differentiated - without sacrificing goals - to optimize success of all?

8. WHERETO Guidelines for Stage 3 learning design
Where is the work headed (learning goals, relevance)?
Hook and hold the learner (inquiry, research, problem solving,
experimentation)
Equip with key learning & experience (experiential and inductive learning,
direct instruction, homework and other)
Rethink and revise thinking/work (rehearse, refine)
Evaluate your progress (self-reflection, feedback)
Tailored to personal need, interest, profile (differentiation)
Organized for optimal learning (sequencing)

9. Stage 3 Design Determine what needs to be uncovered vs. covered
Test design against WHERETO
How will students demonstrate learning
and understanding? (6 Facets or Bloom’s)
Diagnostic and formative assessments—
preassessment (summative is Stage 2)

10. Unit Design Cycles Teach it with revisions, as needed Design it
DESIGN, based on:
• Goals/Standards
• Performance gaps
In-class
observations
Draft:
• Stage 1
• Stage 2
• Stage 3
Analysis of
formative student work
Pre-assess, tweak
Adjust, as needed
Teach it with revisions, as needed
Design it
Student feedback - what works, what doesn’t
Unit self-assessed against UbD design standards
Analysis of
summative student work
Peer and/or Expert review

11. !
Misconception Alert
No one expects such “recipes” and “cooking” every day
The aim is “gourmet” unit design -
work smarter, not harder: keep adding each year to a database of units:

12. Next Steps . . .
Refer to the handouts (UbD Stages in a Nutshell, stage checklists, Observable Indicators of Teaching for Understanding, UbD Roadmap)
Use the wikispace (school homepage then click on UbD)
Try using essential questions next week
Design (a) model unit(s) individually or as grade level teams within a subject area

13. Next cont’d . . . Peer review those units informally or formally
Consult with the UbD trainers
Pilot those units
Use the unit to provide data for your data team
Request follow up work/consultation time individually, as
grade level, cross school grade level/subject area