1. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the ‘big ideas’ of UbD

2. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 2 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of (“Backward”) Design

3. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 3 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. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 4 Overarching understandings Knowledge and skill to be acquired Essential Questions Understanding by Design Template: the basis of Exchange The ubd template embodies the 3 stages of “Backward Design” The template provides an easy mechanism for exchange of ideas

5. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 5 The “big ideas” of each stage: Assessment Evidence LearningActivities Understandings Essential Questions s t a g e 2 s t a g e 3 Standard(s): s t a g e 1 PerformanceTask(s):Other Evidence: Unpack the content standards and ‘content’, focus on big ideas Analyze multiple sources of evidence, aligned with Stage 1 Derive the implied learning from Stages 1 & 2 What are the big ideas? What’s the evidence? How will we get there?

6. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 6 Each element is found behind a menu tab when designing units L T OE R U K Q CS Stage 1Stage 2Stage 3 Understandings Questions Content Standards Knowledge & Skill Task(s) Rubric(s) Other Evidence Learning Plan

7. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 7 Not necessary to fill in the template “in order” There are many ‘doorways’ into successful design – you can start with... Content standards Performance goals A key resource or activity A required assessment A big idea, often misunderstood An important skill or process An existing unit or lesson to edit !

8. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 8 Exchange featrues provide other entry points You can – Search for, find, and attach other designers’ essential questions and understandings to your own unit Use the web links provided to find ideas on relevant sites for each design element Study exemplary units and adapt them to your own needs and interests

9. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 9 Misconception Alert: the work is non-linear It doesn’t matter where you start as long as the final design is coherent (all elements aligned) Clarifying one element or Stage often forces changes to another element or Stage The template “blueprint” is logical but the process is non-linear (think: home improvement!) !

10. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 10 The big ideas provide a way to connect and recall knowledge The Parallel postulate S.A.S. Congruence A 2 + B 2 = C 2 Like rules of a game Like Bill of Rights Big Idea: A system of many powerful inferences from a small set of givens

11. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 11 “Big Ideas” are typically revealed via – Core concepts Focusing themes On-going debates/issues Insightful perspectives Illuminating paradox/problem Organizing theory Overarching principle Underlying assumption (Key questions) (Insightful inferences from facts) U Q

12. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 12 Big Ideas in Literacy: Examples Rational persuasion (vs. manipulation) audience and purpose in writing A story, as opposed to merely a list of events linked by “and then…” reading between the lines writing as revision a non-rhyming poem vs. prose fiction as a window into truth A critical yet empathetic reader A writer’s voice

13. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 13 Some questions for identifying truly “big ideas” Does it have many layers and nuances, not obvious to the naïve or inexperienced person? Can it yield great depth and breadth of insight into the subject? Can it be used throughout K-12? Do you have to dig deep to really understand its subtle meanings and implications even if anyone can have a surface grasp of it? Is it (therefore) prone to misunderstanding as well as disagreement? Are you likely to change your mind about its meaning and importance over a lifetime? Does it reflect the core ideas as judged by experts?

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

15. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 15 to uncover the really ‘big ideas.’

16. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 16 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of Design, elaborated

17. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 17 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

18. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 18 The “big idea” of Stage 1: There is a clear focus in the unit on the big ideas Implications: Organize content around key concepts Show how the big ideas offer a purpose and rationale for the student You will need to “unpack” Content standards in many cases to make the implied big ideas clear

19. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 19 An understanding is a “moral of the story” about the big ideas What specific insights will students take away about the the meaning of ‘content’ via big ideas? Understandings summarize the desired insights we want students to realize From Big Ideas to Understandings about them U

20. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 20 Understanding, defined: They are... specific generalizations about the “big ideas.” They summarize the key meanings, inferences, and importance of the ‘content’ deliberately framed as a full sentence “moral of the story” – “Students will understand THAT …” Require “uncoverage” because they are not “facts” to the novice, but unobvious inferences drawn from facts - counter- intuitive & easily misunderstood

21. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 21 Understandings: examples... Great artists often break with conventions to better express what they see and feel. Price is a function of supply and demand. Friendships can be deepened or undone by hard times History is the story told by the “winners” F = ma (weight is not mass) Math models simplify physical relations – and even sometimes distort relations – to deepen our understanding of them The storyteller rarely tells the meaning of the story U

22. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 22 Knowledge vs. Understanding An understanding is an unobvious and important inference, needing “uncoverage” in the unit; knowledge is a set of established “facts”. Understandings make sense of facts, skills, and ideas: they tell us what our knowledge means ; they ‘connect the dots’ Any understandings are inherently fallible “theories”; knowledge consists of the accepted “facts” upon which a “theory” is based and the “facts” which a “theory” yields.

23. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 23 Essential Questions What questions – are arguable - and important to argue about? are at the heart of the subject? recur - and should recur - in professional work, adult life, as well as in classroom inquiry? raise more questions – provoking and sustaining engaged inquiry? often raise important conceptual or philosophical issues? can provide organizing purpose for meaningful & connected learning? Q

24. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 24 Essential vs. “leading” Q’s used in teaching (Stage 3) Essential - STAGE 1 Asked to be argued Designed to “uncover” new ideas, views, lines of argument Set up inquiry, heading to new understandings Leading - STAGE 3 Asked as a reminder, to prompt recall Designed to “cover” knowledge Point to a single, straightforward fact - a rhetorical question

25. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 25 Sample Essential Questions: Who are my true friends - and how do I know for sure? How “rational” is the market? Does a good read differ from a ‘great book’? Why are some books fads, and others classics? To what extent is geography destiny? Should an axiom be obvious? How different is a scientific theory from a plausible belief? What is the government’s proper role? Q

26. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 26 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of Design: Stage 2

27. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 27 Stage 2 – Assessment Evidence Template fields ask: What are key complex performance tasks indicative of understanding? What other evidence will be collected to build the case for understanding, knowledge, and skill? What rubrics will be used to assess complex performance? T OE R

28. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 28 The big idea for Stage 2 The evidence should be credible & helpful. Implications: the assessments should – Be grounded in real-world applications, supplemented as needed by more traditional school evidence Provide useful feedback to the learner, be transparent, and minimize secrecy Be valid, reliable - aligned with the desired results of Stage 1 (and fair)

29. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 29 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

30. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 30 Assessment of Understanding via the 6 facets i.e. You really understand when you can: explain, connect, systematize, predict it show its meaning, importance apply or adapt it to novel situations see it as one plausible perspective among others, question its assumptions see it as its author/speaker saw it avoid and point out common misconceptions, biases, or simplistic views

31. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 31 Scenarios for Authentic Tasks Build assessments anchored in authentic tasks using GRASPS: What is the G oal in the scenario? What is the R ole? Who is the A udience? What is your S ituation (context)? What is the P erformance challenge? By what S tandards will work be judged in the scenario? S P S G R A T

32. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 32 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

33. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 33 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

34. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 34 Some key understandings about assessment The local assessment is direct; the state assessment is indirect (an audit of local work)  It is therefore always unwise to merely mimic the state’s assessment approaches The only way to assess for understanding is via contextualized performance - “applying” in the broadest sense our knowledge and skill, wisely and effectively  Performance is more than the sum of the drills: using only conventional quizzes and tests is insufficient and as misleading as relying only on sideline drills to judge athletic performance ability

35. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 35 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of Design: Stage 3

36. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 36 Stage 3 big idea: EFFECTIVEEFFECTIVE and ENGAGINGENGAGING

37. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 37 Stage 3 – Plan Learning Experiences & Instruction A focus on engaging and effective learning, “designed in” What learning experiences and instruction will promote the desired understanding, knowledge and skill of Stage 1? How will the design ensure that all students are maximally engaged and effective at meeting the goals? L

38. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 38 Think of your obligations via W. H. E. R. E. T. O. “ Where are we headed?” (the student’s Q!) How will the student be ‘hooked’? What opportunities will there be to be equipped, and to experience and explore key ideas? What will provide opportunities to rethink, rehearse, refine and revise? How will students evaluate their work? How will the work be tailored to individual needs, interests, styles? How will the work be organized for maximal engagement and effectiveness? W H E E R L T O

39. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 39 Note that some fields require you to enter one idea at a time One idea per box allows for more powerful searching, selecting, and attaching to units when you browse Essential questions Enduring understandings Tasks of complex performance Rubrics Also: makes expert reviewer assignment of “blue ribbons” more precise T R U Q

40. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 40 Help in the Exchange about all template design elements Get to know the icons! A summary of each field Examples for each field A self-test of your understanding for that field FAQ’s and Glossary A special unit in which each field is explained: click the icon for UBD TEMPLATE Web links to resources for that field Q ? √ Ubd template

41. © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 41 for further information... Contact us: Grant Wiggins, co-author: grant@ubdexchange.org Jay McTighe, co-author: jmctigh@aol.com Steve Petti, webmaster: steve@newimagemedia.com