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

© 2002 Grant Wiggins & Jay McTighe UBD 08/20021

Understanding by Design

the ‘big ideas’of UbD

Page 2: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/20022

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

3 Stages of (“Backward”) Design

Page 3: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/20023

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

Page 4: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/20024

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

Page 5: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/20025

The “big ideas” of each stage:

Assessment Evidence

Learning Activities

Understandings Essential Questions

stage

2

stage

3

Standard(s):

stage

1

Performance Task(s): Other Evidence:

Unpack the content standards and ‘content’, focus on big ideas Analyze multiple

sources of evidence, aligned with Stage 1Derive the implied learning from Stages 1 & 2

What are the big ideas?

What’s the evidence?

How will we get there?

Page 6: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/20026

Each element is found behind a menu tab when designing units

LT

OE

R

U

K

Q

CS

Stage 1 Stage 2 Stage 3

Understandings

Questions

ContentStandards

Knowledge & Skill

Task(s)

Rubric(s)

OtherEvidence

LearningPlan

Page 7: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/20027

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

!

Page 8: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/20028

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

Page 9: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/20029

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!)

!

Page 10: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200210

The big ideas provide a way to connect and recall knowledge

The Parallel postulate

S.A.S. Congruence

A2 + B2 = C2

Like rules of a game

Like Bill of Rights

Big Idea: A system

of many powerful inferences from a

small set of givens

Page 11: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200211

“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

Page 12: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200212

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

Page 13: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200213

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?

Page 14: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

You’ve got to go below the surface...

Page 15: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200215

to uncover the really ‘big ideas.’

Page 16: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200216

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

3 Stages of Design, elaborated

Page 17: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200217

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

Page 18: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200218

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

Page 19: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200219

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

Page 20: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200220

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

Page 21: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200221

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

Page 22: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200222

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.

Page 23: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200223

Essential QuestionsWhat 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

Page 24: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200224

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

Page 25: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200225

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

Page 26: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200226

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

3 Stages of Design: Stage 2

Page 27: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200227

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

Page 28: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200228

The big ideafor 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)

Page 29: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200229

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

Page 30: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200230

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

Page 31: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200231

Scenarios for Authentic TasksBuild assessments anchored

in authentic tasks using GRASPS:

What is the Goal in the scenario? What is the Role? Who is the Audience? What is your Situation (context)? What is the Performance

challenge? By what Standards will work be

judged in the scenario?

SPS

GRA

T

Page 32: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200232

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

Page 33: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200233

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

Page 34: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200234

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

Page 35: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200235

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

3 Stages of Design: Stage 3

Page 36: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200236

Stage 3 big idea:

EFFECTIVE

and

ENGAGING

Page 37: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200237

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

Page 38: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200238

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?

WHE

E

R

L

TO

Page 39: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200239

Note that some fields require you to enter one idea at a timeOne 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

Page 40: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200240

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

Page 41: © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 1 Understanding by Design the big ideas of UbD.

© 2002 Grant Wiggins & Jay McTighe UBD 08/200241

for further information...

Contact us: Grant Wiggins, co-author: [email protected]

Jay McTighe, co-author: [email protected]

Steve Petti, webmaster: [email protected]


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