1. Understanding By Design
Developing Effective Curriculum
Grant Wiggins & Jay McTighe-2006

2. UBD Education goal: Development and
deepening of student understanding.
Students understand when they are
provided with opportunities to explain,
interpret, apply, shift perspective,
empathize, and self-assess.
These "six facets" provide a conceptual lens
where teachers can better assess student
understanding.

3. Explain Interpret Apply Shift Perspective Empathize Self-assess
UBD
Effective curriculum development:three-stage "backward design” process that delays the planning of classroom activities until goals have been clarified and assessments designed.
Avoids the twin problems of "textbook coverage" and "activity-oriented" teaching, in which no clear priorities and purposes are apparent.
Performance gains are achieved through regular reviews of results followed by targeted adjustments to curriculum and instruction.
Teachers become most effective when seeking feedback from students and use that feedback to adjust approaches
to design and teaching.
Explain Interpret Apply Shift Perspective Empathize Self-assess

4. Explain Interpret Apply Shift Perspective Empathize Self-assess
Case Study: Approach “A”
HA 2225 History of Western Art II
This course offers a visual and historical
Survey of art from the Renaissance to the
Modern Period.
The relationship of the artist to the
society of the period, as well as the
characteristics of painting, sculpture, and
Architecture are covered.
Catalog, The Art Institute of Tampa, Volume 5, Number 1. 9/ 2007.
Explain Interpret Apply Shift Perspective Empathize Self-assess

5. Explain Interpret Apply Shift Perspective Empathize Self-assess
Case Study: Approach “B”
HA 2225 History of Western Art II
Course Objectives:
The Student will be able to:
Demonstrate the visual history of art from the
Renaissance to Modernism
Have an understanding and appreciation of art
from specific periods and movements
Stimulate the imagination and create opportunity for increased
possibilities in the student’s chosen field
AI Miami International University of Art and Design Program Syllabus
Explain Interpret Apply Shift Perspective Empathize Self-assess

6. Explain Interpret Apply Shift Perspective Empathize Self-assess
What is curriculum?
Textbooks… and supporting peripherals?
Institutional mandates?
Syllabus?
Methods of Instruction and Assessment?
Course Topics and Content?
Explain Interpret Apply Shift Perspective Empathize Self-assess
What about YOU, the instructor?

7. Explain Interpret Apply Shift Perspective Empathize Self-assess
You are the program integrator
and keystone in the curriculum
construct?
YOU ARE THE MOST
IMPORTANT
ELEMENT OF
THE CURRICULUM!
Explain Interpret Apply Shift Perspective Empathize Self-assess

8. Explain Interpret Apply Shift Perspective Empathize Self-assess
UBD incorporates:
Backward Design and requires that we “Understand
Understanding” by examining Six Facets of
Understanding
EXPLANATION: Requires knowledge of “why” and “how”
INTERPRETATION: Ability to synthesize components
APPLICATION: Making practical use of knowledge
PERSPECTIVE: Develop insights by Critical Analysis
EMPATHY: Understanding by relating to the feelings of
others
SELF-KNOWLEGDE: Honest acknowledgement of one’s
strengths and areas of opportunity
Explain Interpret Apply Shift Perspective Empathize Self-assess

9. Explain Interpret Apply Shift Perspective Empathize Self-assess
Backwards Planning Stage One:
Desired Results
Explain Interpret Apply Shift Perspective Empathize Self-assess
Understandings: Students will understand that….
What are the big ideas?
What specific understandings about them are desired?
What misunderstandings are predictable?
Essential Questions:
What provocative questions will foster inquiry, understanding,
and transfer learning.
Students will know:
What key knowledge and skills will the student acquire as a
result of this unit?
What should they eventually be able to do as a result of
such knowledge and skills?
Students will be able to:
How key knowledge and skills will be assessed?
Applications and transfers of knowledge?

10. UBD Matrix: Stage One Key Design Questions Design Considerations
Filters
Design Criteria
What the Final Design
Accomplishes
What are worthy
and appropriate
results?
What are the key
desired learnings?
What should
students come
away understanding,
knowing, and able to
do?
What big ideas can
frame all these objectives?
National & state
Standards
Local standards
Industry standards
Regional topic
Opportunities
Teacher expertise and
interest
Focused on big ideas and core challenges
Unit framed around enduring understandings and essential questions, in relation to clear goals and standards

11. Explain Interpret Apply Shift Perspective Empathize Self-assess
Backwards Planning Stage Two
Performance Tasks:
Explain Interpret Apply Shift Perspective Empathize Self-assess
Through what authentic performance tasks will students demonstrate
The desired understandings?
Through what criteria will performances of understanding be judged?
Other Evidence:
Through what other evidence (e.g., quizzes, tests,academic prompts,
observations,homework, journals) will students demonstrate
achievement of the desired results?
How will students reflect upon and self assess their learning?

12. UBD Matrix: Stage Two Key Design Questions Design Considerations
Filters
Design Criteria
What the Final Design
Accomplishes
What is evidence of the
desired results?
In particular, what is
appropriate evidence of
the desired
understanding?
Six facets of
understanding
Continuum of
assessment types
(Rubrics)
Valid
Reliable
Sufficient
Unit anchored in credible and useful evidence of the desired results

13. Backwards Planning Stage Three
Learning Plan…. Learning Activities:
Explain Interpret Apply Shift Perspective Empathize Self-assess
What learning experiences and instruction will enable students to
achieve the desired results?
How will the design…
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 there
understandings and work?
E = Allow students to Evaluate their work and its implications?
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?

14. UBD Matrix: Stage Three
Key Design Questions
Design Considerations
Filters
Design Criteria
What the Final Design
Accomplishes
What learning
activities
and teaching
promote
understanding,
knowledge,
skill, student
interest, and
excellence
Research-based
repertoire of learning
and teaching
strategies
Appropriate and
enabling knowledge
and skill
Engaging and
effective using
elements of
WHERETO:
Where is it going
Hook the Students
Explore and equip
Rethink and revise
Exhibit and evaluate
Tailor to student
needs, interests, and styles
Organize for maximum engagement and effectiveness
Coherent learning activities and teaching that will evoke and develop the desired understandings, knowledge and skill; promote interest; and make excellent performance more likely

15. Review Desired Results Backward Planning Stage 1
Explain Interpret Apply Shift Perspective Empathize Self-assess
Students will understand that….
Essential Questions
Students Will Know:
Students Will be Able To:
Review

16. Review Assessment Evidence Backward Planning Stage 2:
Explain Interpret Apply Shift Perspective Empathize Self-assess
Performance Tasks
Other Evidence
Review

17. Review Learning Plan and Learning Activities
Backward Planning Stage 3:
Learning Plan and
Learning Activities
Explain Interpret Apply Shift Perspective Empathize Self-assess
Where is it going
Hook the Students
Explore and equip
Rethink and revise
Exhibit and evaluate
Tailor to student needs, interests, and styles
Organize for maximum engagement
and effectiveness
Review

18. Discuss What are your thoughts?
Backward Planning Stages Approach
Explain Interpret Apply Shift Perspective Empathize Self-assess
What are your thoughts?
Can you successfully adapt this method?
Next steps…
Discuss