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Backwards Design

January 2012

Georgia Gwinnett College

Pam Allen and Bernie Peiffer, School of Education

Summarizing the work of :

Grant Wiggins and Jay McTighe

P

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1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences& instruction

3 Stages of Design, elaborated

P

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The big ideas of each stage:

Assessment Evidence

Learning Activities

Understandings Essential Questions

s

tage

2

s

tage

3

Standard(s):

s

tage

1

Performance Task(s): Other Evidence:

Unpack ± focuson big ideas

Analyze multi  plesources of evidence

I nstruc tion and learning tasks

What are the big ideas?

What¶s the evidence?

How will we get there?

B

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Structure of Knowledge: What exactly

are the Big Ideas ?

Factual Knowledge

Discrete Skills

Transferrable Concepts

Complex Processes

Principles

T

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So What Exactly is an

Enduring Understanding?

It can represent a big idea having enduring

value beyond the classroom.

It involves doing not viewing. Think in terms of:

 ± Between the lines

 ±

Beyond the lines

 ± On the line

P

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Essential Questions

Essential questions

 ±Are arguable

 ±Reveal the heart of the discipline

 ±Recur - sustaining engaged inquiry

 ±Often raise other issues

 ±Provide for connected learning

B

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You·ve got to gobelow the surface...

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to uncover thereally ¶big ideas.·

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1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences& instruction

3 Stages of Design:

Stage 2

B

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The big idea for Stage 2

Determination of Evidence

credible & helpful

are grounded in real-world applications Provide useful feedback

Are valid, reliable and aligned with course outcomes

B

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Two Questions about UbD Evidence

What performances and

products make meaning

transfer?

What assessment criteria

demonstrate the Desired

Results?

B

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Construction of Assessments using the

6 facets of Rigorous Understanding

You really understand when you can:

1. Explain

2. Interpret

3. Apply

4. Perspective5. Empathize

6. Self-Knowledge

P

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1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences& instruction

3 Stages of Design:

Stage 3

B

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Stage 3 big idea:

E

F

F

E

C

T

I

V

E

and 

E

N

G

A

G

I

N

G

B

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Think W. H. E. R. E. T. O.

Head ed 

Hooked 

Equipped 

Rethink, Rehearse, Ref ine and  Rev ise

E v aluat e

T ail or ed 

Organized 

W 

 H 

 E 

 E 

 R

T 

OP

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1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences& instruction

3 Stages of Design: Stage 3:

Learning Experiences & Instruction

T

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Sources

Wiggins, G., & McTighe, J. (1998). Und erstanding by 

Design. Alexandria, VA: ASCD.

Wiggins, G., & McTighe, J. (2000 ). Und erstanding by 

Design: Stud y Guid e. Alexandria, VA: ASCD.

Brown, J. L. (2004). Mak ing the Most of Und erstanding by Design. Alexandria, VA: ASCD.