1. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 Understanding by Design the ‘big ideas’ of UbD

2. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of (“Backward”) Design

3. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 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

4. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 Overarching understandings Knowledge and skill to be acquired Essential Questions Understanding by Design Template The UBD template embodies the 3 stages of “Backward Design” The DDN Curriculum site provides an easy mechanism for exchange of ideas.

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

6. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 to uncover the really ‘big ideas.’

7. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of Design, elaborated

8. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 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 K Q CS

9. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of Design: Stage 2

10. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 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

11. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 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

12. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 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

13. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of Design: Stage 3

14. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 Stage 3 big idea: EFFECTIVEEFFECTIVE and ENGAGINGENGAGING