1. Understanding by Design a.k.a. Backward Design
An introduction
by Ingrid Veilleux,
adapted by Laura King

2. Visual Metaphors for Units
Classrooms are busy places. Are we just spinning our wheels or moving forward?

3. Three Big Questions… ALIGNMENT
What is your goal? What is your big idea?
How will you know they have learned it?
What activities will lead you to your goal?
ALIGNMENT
Alignment is the glue that holds it all together. We keep coming back to this with student teachers.

4. STAGE 1-DESIRED RESULTS
Standards, GEs
Understandings, Essential Questions
Knowledge
Skills
To what extent does the idea, topic, or process being considered as an objective reside at the heart of the discipline?
To what extent will the idea or process have enduring value beyond the classroom?
To what extent does the idea, topic, or process offer potential for engaging students? To what extent does the idea, topic, or process being considered as an objective reside at the heart of the discipline?
To what extent does the idea, topic, or process offer potential for engaging students? Enduring understandings: Aim for the heart of the discipline; Is there value beyond the classroom; Will the idea or topic engage students?

5. Why Essential Questions?
Essential questions have 2 purposes:
To uncover the content
To go beyond the content (overarching questions)
No differentiation.

6. ESSENTIAL QUESTIONS These questions are hooks to engage learners.
These questions communicate the purpose to the learners.

7. Habits of Mind… Begin with the end in mind
Align goals, assessment, and activities
Plan key questions for every unit
Be flexible in choice of activities so long as goals are met

8. Discuss with a partner…
Which Habits of Mind come easily for you? Which are more challenging?

9. STAGE 2 - ASSESSMENT Performance Task Apply skills and knowledge
Real world or simulated situation
Summative assessment
Other Assessment
Formative assessment: quizzes, response tasks, interviews, learning logs, etc.

10. Performance Task Assessments allow students to…
explain, interpret, apply, have perspective, empathize, and demonstrate self-knowledge about a given topic.[5]

11. Performance Task Design Tool: (GRASPS) Eg. Driver’s Test
Goal – demonstrate your skills driving a vehicle
Role – you are the driver
Audience – DMV driving test supervisor
Situation – You will drive while being assessed by supervisor
Product – The road/driving test
Standards for Success – Rules and Regulations, VT-DMV
Why have assessment as Stage 2?
Our reflex is to dive into learning activities (Stage 3) immediately. However, what does ‘understanding’ look like and sound like??
Why have assessment as Stage 2? Our reflex is to assess at the end. However, what does ‘understanding’ look like and sound like? We must consider this before choosing learning activities in order to be purposeful. Begin with the end in mind.

12. Habits of Mind… ALIGNMENT
Creative process is often messy
End product (unit plan) should be coherent
Teach for and assess transfer via performance tasks
(Turn and Talk… discuss how performance task assessments and essential questions are related?)

13. STAGE 3 – LEARNING ACTIVITIES
Best Practice teaching strategies
Consider Differentiation
Flexibility
WHERETO Framework…

14. PLANNING LEARNING EXPERIENCES
WHERETO FRAMEWORK FOR
PLANNING LEARNING EXPERIENCES
W = Help the students know Where the unit is going and What is expected?
Help the teacher know Where the students are coming from (prior
knowledge, interests)?
H = Hook all students and Hold their interest?
E = Equip students, help them Experience the key ideas and Explore the
issues?
R = Provide opportunities to Rethink and Revise their understandings and work?
E = Allow students to Evaluate their work and its implication's?
T = Be Tailored (personalized) to the different needs, interests, and abilities of
learners?
O= Be Organized to maximize initial and sustained engagement as well as
effective learning?

15. Learning Activities – Lots of flexibility here !
Consider…
- elements of lesson design
- concept attainment
- elements of effective group work
- deep learning, synthesis, connecting, interpreting
- dialogue strategies
- cooperative learning
- drama, music, art – integrated
- application of learning theory
- memory and attention etc…

16. Twin sins…
Activity orientation
Textbook coverage

17. Discuss with a partner…
How is Understanding by Design (or Backward Design) similar and different from other unit planning models?

18. Bibliography Wiggins & McTighe (2005). Understanding by Design. ASCD.
Wiggins & McTighe (2004). Understanding by Design: Professional Development Workbook. ASCD.
Tomlinson, Carol Ann and Jay McTighe (2006). Integrating Differentiated Instruction and Understanding by Design. ASCD.