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UbD Stage 1UbD Stage 1

Understanding by DesignUnderstanding by Design

Based on the work ofBased on the work ofGrant Wiggins & Jay McTigheGrant Wiggins & Jay McTighe

Adapted by Wallingford Public SchoolsAdapted by Wallingford Public Schools

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What is Understanding by Design?What is Understanding by Design?

Not so much about learning a few new Not so much about learning a few new technical skills as it is technical skills as it is learning to be more learning to be more thoughtful and specific about our thoughtful and specific about our purposes.purposes.

Requires thinking first about the specific Requires thinking first about the specific learnings sought, and what evidence of learnings sought, and what evidence of such learning will look like, before thinking such learning will look like, before thinking about what we will offer in the way of about what we will offer in the way of teaching and activity.teaching and activity.

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Three stages of backward designThree stages of backward design

1. Identify desired results

3. Plan learning experiences &instruction

2. Determine acceptable evidence

Then, and only then

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““Backward” design logicBackward” design logic

1.What do you value? (Stage 1)

2.How do you evaluate what you value? (Stage 2)

3.How do you prepare students for the evaluations so that they can demonstrate understanding? (Stage 3)

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Issues in Issues in Science EducationScience Education

Curricula that is a mile wide and an inch Curricula that is a mile wide and an inch deepdeep

Focus solely on so called facts instead of Focus solely on so called facts instead of “doing hands-on minds on science”“doing hands-on minds on science”

So much to teach so little time….So much to teach so little time…. Achievement gapAchievement gap

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So much to teach so little time…So much to teach so little time…

Must strike a balance Must strike a balance between expectations between expectations that are reasonable and that are reasonable and expectations that are expectations that are paralyzing.paralyzing.

Need to find a balance Need to find a balance between ‘teacher telling’ between ‘teacher telling’ and ‘student discovering.’and ‘student discovering.’

Must strike balance Must strike balance between breadth and between breadth and depth of curriculum.depth of curriculum.

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A Key Rationale for UbDA Key Rationale for UbD

Overcoming the Overcoming the prevalence of prevalence of

““Aimless Activity” Aimless Activity”

and and

““Superficial Superficial Coverage”Coverage”

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Example: “Life on the Prairie” –a Example: “Life on the Prairie” –a typical 3typical 3rdrd grade unit grade unit

Overview of activities Overview of activities (page 6)(page 6)A.A. Read handout on “life on the prairie”. Read handout on “life on the prairie”.

Answer the questions.Answer the questions.B.B. Read “Sarah Plain and Tall” and Read “Sarah Plain and Tall” and

complete a word search on pioneer complete a word search on pioneer vocabulary.vocabulary.

C.C. Create a “pioneer life” memory box Create a “pioneer life” memory box containing pioneer “artifacts” and a containing pioneer “artifacts” and a journal.journal.

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Prairie Day Con’t…Prairie Day Con’t…

Complete 7 learning stations during “prairie day”Complete 7 learning stations during “prairie day”

1.1. Churn butterChurn butter

2.2. Play 19Play 19thth century game century game

3.3. Send letter home w/ sealing waxSend letter home w/ sealing wax

4.4. Play “dress the pioneer” computer gamePlay “dress the pioneer” computer game

5.5. Make a corn husk dollMake a corn husk doll

6.6. QuiltingQuilting

7.7. Tin punchingTin punching

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Prairie Day…Prairie Day…

Letter sent home with student comments Letter sent home with student comments from all the 3from all the 3rdrd grade classes: grade classes:

Teacher prompt:Teacher prompt: “What did you learn and “What did you learn and what did you like about Prairie Day?”what did you like about Prairie Day?”

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Revealing Student CommentsRevealing Student Comments

I liked the tin punching because you could I liked the tin punching because you could make your own design or follow other make your own design or follow other designs. You can see the sunlight through designs. You can see the sunlight through the holes.the holes.

I like the station where you wrote a letter. I like the station where you wrote a letter. I liked it because you put wax to seal it.I liked it because you put wax to seal it.

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Revealing Student CommentsRevealing Student Comments

It was fun to design an outfit for myself on It was fun to design an outfit for myself on the computer.the computer.

I liked the prairie games. My favorite was I liked the prairie games. My favorite was the sack race because I like to jump.the sack race because I like to jump.

I liked the corn husk doll because it was I liked the corn husk doll because it was fun. fun. I learnedI learned that making dolls was not that making dolls was not easy.easy.

Page 7 & 8 UbD handoutsPage 7 & 8 UbD handouts

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3 Stages with an understanding 3 Stages with an understanding focusfocus

1.What should students come away understanding?

3. What activities will develop the understandings?

2. What is evidence of that understanding?

Then, and only then

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STAGE 1

Identify desired results

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Stage 1 – Desired resultsStage 1 – Desired results

Stage 1 – Desired Results

Content Standard (s):

Provide a framework for curriculum design; generalizations that define parameters about what students are expected to know and be able to do

G

Understanding (s):

Students will understand that…

Insight into the generalization; what students will walk away with

EUEssential Question (s):

Inquiry used to explore the generalization to enable students to earn the understanding

EQ

Knowledge: Skills:

Student will know … Students will be able to …

Specific priorities about what students are expected to know and be able to do

K S

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Your TaskYour Task

1.1. Select a Select a unit topicunit topic that you will teach / that you will teach / have taughthave taught

2.2. Identify RelatedIdentify Related Content Standards Content Standards

Use the UbD template Use the UbD template

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What does the research say?What does the research say?

““We turn now to the questions of how experts’ We turn now to the questions of how experts’ knowledge is organizedknowledge is organized…Their knowledge is …Their knowledge is not simply a list of facts and formulas that are not simply a list of facts and formulas that are relevant to the domain; instead, their relevant to the domain; instead, their knowledge is organized around core concepts knowledge is organized around core concepts or ‘big ideas’ that guide their thinking about or ‘big ideas’ that guide their thinking about the domain.”the domain.”

-- Bransford, -- Bransford, How People LearnHow People Learn

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Establishing Curricular PrioritiesEstablishing Curricular Priorities

worth being familiar with

important to know & do

‘big ideas’ worth understanding

“nice to know”

foundational knowledge and skills

enduring understandings

Page 80

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Design Standard for Design Standard for ENDURING UNDERSTANDINGSENDURING UNDERSTANDINGS

Enduring, based on transferable, big ideas at the heart of the discipline

Need to be “uncovered”, not merely stated

Transcends individual lessons

Starts with the stem: “The student will understand that….

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Sample EUsSample EUs

The Earth is dynamic and changing.The Earth is dynamic and changing. Society has a responsibility to conserve Society has a responsibility to conserve

and protect our natural resources and to and protect our natural resources and to develop alternative energy sources.develop alternative energy sources.

Scientists make the results of their Scientists make the results of their investigation public; they describe the investigation public; they describe the investigations in ways that enable others investigations in ways that enable others to repeat the investigation.to repeat the investigation.

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Design Standard for Design Standard for ESSENTIAL QUESITONSESSENTIAL QUESITONS

“Big ideas” framed by questions that:

•Spark meaningful connections

•Provoke genuine inquiry and deep thought

•Encourage transfer

•Often many “correct” answers or ways to answer

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Science Essential QuestionsScience Essential Questions

• If all living organisms are built of cells, why do If all living organisms are built of cells, why do we all look different?we all look different?

• How do living things interact with their How do living things interact with their environment in order to survive?environment in order to survive?

• How do environmental changes affect the How do environmental changes affect the organisms in that environment?organisms in that environment?

• How are geologic features of the earth driven by How are geologic features of the earth driven by internal energy to produce surface changes?internal energy to produce surface changes?

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Asking appropriate questionsAsking appropriate questions

Staying faithful to you, the discipline, and Staying faithful to you, the discipline, and your students:your students:

Does your essential question meet your Does your essential question meet your specific curricular needs?specific curricular needs?

Are these needs at the heart of the Are these needs at the heart of the discipline?discipline?

Will students be engaged with the Will students be engaged with the questions so that they can use them to questions so that they can use them to earn the understandings?earn the understandings?

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Big ideas - mean and medianBig ideas - mean and median

Enduring understandingsEnduring understandings Essential QuestionsEssential Questions

•The mean “evens out” or “balances” a The mean “evens out” or “balances” a set of data and that the median set of data and that the median identified the “middle” of a data set.identified the “middle” of a data set.•The mean is more likely to be The mean is more likely to be influenced by extreme values, since it influenced by extreme values, since it is affected by the actual data values, is affected by the actual data values, but the median involves only the but the median involves only the relative positions of the values.relative positions of the values.

How do changes in data How do changes in data values affect mean and values affect mean and median of a set of data?median of a set of data?

Adapted from NCTM website

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Continuum of UnderstandingContinuum of Understanding

Must dig below the surface to uncover un-Must dig below the surface to uncover un-obvious insightsobvious insights

Takes time, practice, and hard workTakes time, practice, and hard work Not a matter of “either you get or you don’t” (as it Not a matter of “either you get or you don’t” (as it

is with facts) but a matter of degreeis with facts) but a matter of degree

Novice Sophisticated

Continuum of Understanding

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Big ideas – life cycleBig ideas – life cycle

Enduring understandingsEnduring understandings Essential QuestionsEssential Questions

•Flowering plants have a life Flowering plants have a life cycle that involves changes in cycle that involves changes in growth and structure that growth and structure that ensures production of new ensures production of new plants.plants.

•How does the plant How does the plant change over the course change over the course of its life? of its life?

•How do flowering plants How do flowering plants produce seeds and new produce seeds and new plants? plants?

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BIG IDEA – Structure and FunctionBIG IDEA – Structure and Function

CT Science Content CT Science Content StandardStandard

3.2 Organisms can survive 3.2 Organisms can survive and reproduce only in and reproduce only in environments that met environments that met their basic needs. their basic needs.

Plants and animals have Plants and animals have features that help them features that help them live in different live in different environments.environments.

Enduring UnderstandingEnduring Understanding

Organisms possess Organisms possess specific structures that specific structures that increase their chances of increase their chances of functioning successfully functioning successfully in their environment.in their environment.

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Big ideas about representationBig ideas about representation

15/100

3/20

0.15

15%

Are allrepresentations of the same number

•Essential question:

What’s the best way to represent this number?

•Enduring Understanding:

Representations may not be equally suitable to use in a particular context.

Adapted from NCTM website

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Tips for writing understandingsTips for writing understandings

Avoid stating the desired understanding as Avoid stating the desired understanding as a topic or a phrase.a topic or a phrase. e.g. “the Westward movement”e.g. “the Westward movement”

Instead, frame as Instead, frame as “students understand “students understand that that …”…” e.g. “Settlers endured great hardship in their e.g. “Settlers endured great hardship in their

quest for land in the West.”quest for land in the West.”Page 115Page 115

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Two Types of Enduring Two Types of Enduring UnderstandingsUnderstandings

1. Overarching Understanding1. Overarching UnderstandingScience is the method of observation and Science is the method of observation and

investigation used to understand our world. investigation used to understand our world.

2. Topic Understandings2. Topic Understandings Scientists use various tools to measure and Scientists use various tools to measure and

describe weather in order to help predict describe weather in order to help predict future weather patterns. (gr 3)future weather patterns. (gr 3)

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Your TaskYour Task

1.1. Draft theDraft the Enduring Enduring Understandings Understandings andand Essential Essential Questions Questions for your unit for your unit

Use the UbD template Use the UbD template

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Check your WorkCheck your Work

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Design Standard for Design Standard for ESSENTIAL QUESITONSESSENTIAL QUESITONS

“Big ideas” framed by questions that:

•Spark meaningful connections

•Provoke genuine inquiry and deep thought

•Encourage transfer

•Often many “correct” answers or ways to answer

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Design Standard for Design Standard for ENDURING UNDERSTANDINGSENDURING UNDERSTANDINGS

Enduring, based on transferable, big ideas at the heart of the discipline

Need to be “uncovered”, not merely stated

Transcends individual lessons

Starts with the stem: “The student will understand that….

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Stage 1 – Desired resultsStage 1 – Desired results

Stage 1 – Desired Results

Content Standard (s):

Provide a framework for curriculum design; generalizations that define parameters about what students are expected to know and be able to do

G

Understanding (s):

Students will understand that…

Insight into the generalization; what students will walk away with

EUEssential Question (s):

Inquiry used to explore the generalization to enable students to earn the understanding

EQ

Knowledge: Skills:

Student will know … Students will be able to …

Specific priorities about what students are expected to know and be able to do

K S

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Relationship between essential Relationship between essential questions and knowledge and skillsquestions and knowledge and skills

ESSENTIAL QUESTION:

•If all living organisms are built of cells, why do we all look different?

KNOWLEDGE:

1. describe the structure of DNA

2. explain the process of protein synthesis

3. analyze the relationships between DNA, genes, proteins, and traits.

4. examine the pathways by which protein synthesis can results in mutation

5. apply these concepts to the current issues in genetic engineering

6. evaluate issues surrounding the moral ambiguity of gene manipulation

Adapted from sample unit on UbD exchange

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Design Standards for Design Standards for KNOWLEDGE AND SKILLSKNOWLEDGE AND SKILLS

Includes Knowledge & Includes Knowledge & SkillsSkills (inquiry, (inquiry, literacy and/or numeracy)literacy and/or numeracy)

Start with the stem: “To understand, Start with the stem: “To understand, students will need to……” or “Students will students will need to……” or “Students will be able to…”be able to…”

Verbs reflect higher order thinking (Blooms Verbs reflect higher order thinking (Blooms taxonomy)taxonomy)

Typically only one verb per objectiveTypically only one verb per objective

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Examples of “K” ObjectivesExamples of “K” Objectives

K1.K1. SummarizeSummarize the conditions necessary the conditions necessary for plant growth.for plant growth.

K2.K2. IdentifyIdentify the distinct stages in the life the distinct stages in the life cycle of a flowering plant.cycle of a flowering plant.

K3.K3. ConcludeConclude that flowering plants must that flowering plants must be pollinated in order to produce new be pollinated in order to produce new seeds.seeds.

K4.K4. RecognizeRecognize the interdependence the interdependence between the pollinator and the plant. between the pollinator and the plant.

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Examples of “S” ObjectivesExamples of “S” Objectives S1.S1. GenerateGenerate investigable and non-investigable questions investigable and non-investigable questions S2.S2. Observe Observe objects and describe commonalities and objects and describe commonalities and

differences among them. differences among them. S3.S3. ClassifyClassify, based on observation of properties, based on observation of properties S4.S4. DesignDesign an investigation to help answer an an investigation to help answer an

investigable questioninvestigable question S5.S5. ConductConduct simple experiments simple experiments S6.S6. Collect and recordCollect and record data utilizing simple measuring data utilizing simple measuring

toolstools S7.S7. OrganizeOrganize results in an appropriate manner, using…… results in an appropriate manner, using…… S8.S8. CommunicateCommunicate results or information in an appropriate results or information in an appropriate

manner, using ……manner, using ……

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Repeating slide show of slides Repeating slide show of slides 37-41 during “work time”37-41 during “work time”

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YOUR TASKYOUR TASK

1.1. Draft Draft Knowledge & Skills Knowledge & Skills (objectives)(objectives)

““What do I want my students to know and be What do I want my students to know and be able to do by the end of this unit?”able to do by the end of this unit?”

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Talking Points Talking Points

What is this topic really about?What is this topic really about? Why does it matter to study?Why does it matter to study? What makes it connect to the lives of learners?What makes it connect to the lives of learners? What are the key concepts that give the topic What are the key concepts that give the topic

meaning?meaning? How does the topic help students understand How does the topic help students understand

the discipline better?the discipline better? What is the potential of this topic to help What is the potential of this topic to help

students understand themselves and their students understand themselves and their world?world?

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ReflectReflect

Is there Is there alignment alignment between all the between all the boxes? boxes? Content StandardsContent Standards EU & EQEU & EQ Knowledge & SkillsKnowledge & Skills

Revise as neededRevise as needed

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Design Standards for Design Standards for KNOWLEDGE AND SKILLSKNOWLEDGE AND SKILLS

Includes Knowledge & Includes Knowledge & SkillsSkills (inquiry, (inquiry, literacy and/or numeracy)literacy and/or numeracy)

Start with the stem: “To understand, Start with the stem: “To understand, students will need to……” or “Students will students will need to……” or “Students will be able to…”be able to…”

Verbs reflect higher order thinking (Blooms Verbs reflect higher order thinking (Blooms taxonomy)taxonomy)

Typically only one verb per objectiveTypically only one verb per objective

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Three stages of backward designThree stages of backward design

1. Identify desired results

3. Plan learning experiences &instruction

2. Determine acceptable evidence

Then, and only then

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Moving on to….Moving on to….

Stage 2Stage 2Determine acceptable

evidence

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Stage 2 – Assessment evidenceStage 2 – Assessment evidence

Stage 2 – Assessment EvidenceStage 2 – Assessment Evidence

Performance Task (s)Performance Task (s) Other EvidenceOther EvidenceT OE

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Range of assessmentRange of assessmentopportunitiesopportunities

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

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Establishing Curricular PrioritiesEstablishing Curricular Priorities

worth being familiar with

important to know & do

‘big ideas’ worth understanding

Assessment Types

Traditional

Quizzes & tests

Paper/pencil

Selected response

Constructed-response

Performance Tasks and Projects

Open-ended

Complex

authentic

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Reliability:Reliability:Snapshot vs. photo albumSnapshot vs. photo album

We need patterns that overcome inherent We need patterns that overcome inherent measurement errormeasurement error

Sound assessment (particularly of State Sound assessment (particularly of State Standards) requires multiple evidence over time Standards) requires multiple evidence over time – a photo album vs. a single snapshot– a photo album vs. a single snapshot

Should a teenager get their drivers license with Should a teenager get their drivers license with just a written just a written oror just a performance just a performance assessment? assessment?

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Peer ReviewPeer Review

NOT praise NOT praise NOT blameNOT blame IT IS professional discussion around IT IS professional discussion around

specific criteria / design standardsspecific criteria / design standards Be a good “listener” (by reading) What is Be a good “listener” (by reading) What is

the author trying to do and how can I help?the author trying to do and how can I help? Use design standardsUse design standards

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