Post on 17-Jan-2016
transcript
Understanding by Design
the ‘big ideas’of UbD
Copyright: 2002, Grant Wiggins and
Jay McTighe
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences & instruction
3 Stages of (“Backward”)
Design
Copyright: 2002, Grant Wiggins and Jay McTighe
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
Copyright: 2002, Grant Wiggins and Jay McTighe
The “big ideas” of each stage:
Assessment Evidence
Learning Activities
Understandings
stage
2
stage
3
Standard(s):
stage
1
Performance T ask(s): Other Evidence:
What are the big ideas?
What’s the evidence?
How will we get there?
Copyright: 2002, Grant Wiggins and Jay McTighe
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” PLOs in many cases to make the implied big ideas clear
Copyright: 2002, Grant Wiggins and Jay McTighe
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 themU
Copyright: 2002, Grant Wiggins and Jay McTighe
UbD Stage 1Big Ideas
Enduring Understandings
Goals
Now that I know what I
want them toknow and do, how will I know
when they get there?
Stage 2 – Assessment
Evidence
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/criteria will be used to assess complex performance?
Copyright: 2002, Grant Wiggins and Jay McTighe
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
Six Facets of Understanding Can explain
Can interpret
Can apply
Has perspective
Can empathize
Has self-knowledge
Copyright: 2002, Grant Wiggins and Jay McTighe
UbD Stage 2Task
Criteria
Evidence
How will I address diversity?
Stage 3 – Plan Learning
Experiences & InstructionA 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?
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Copyright: 2002, Grant Wiggins and Jay McTighe
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?
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Copyright: 2002, Grant Wiggins and Jay McTighe
UbD Stage 3
Learning ActivitiesHow will I address
diversity?
Class Profile
Prescribed Learning Outcomes
Misconception Alert:
the work is non-linearIt 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 StageThe template “blueprint” is logical but the process is non-linear (think: home improvement!)
!Copyright: 2002, Grant Wiggins and Jay McTighe