Understanding by Designhttp://www.authenticeducation.org
Delsea Regional School DistrictNovember 2, 3 and 4, 2009
Slides/HandoutsEnduring Understandings and Essential Questions
Presented by
Hilde [email protected]
Why should teachers use UbD?
What does it mean to understand?
What are ‘good’ Essential Questions andEnduring Understandings?
4 5
Backward DesignPlans need to be
well aligned to beeffective
Aimless activity& coverage
Transfer as goal
It is the essence ofunderstanding and
the point ofschooling
Focus on big ideas
That’s how transferhappens, makes
learning moreconnected
Students fail to apply,poor learning
Meaningful learningThat’s what is most
engaging and invitingYou lose many kids
over time
Learning is fragmented,more difficult,less engaging
UbD big ideaWhat’s the
Point?If not…
We do like teaching… but
• How do we get our students to Think?
• How do we get our students to Learn?
6
There is a big differencebetween Just Knowing
andReally Understanding.
7
Why UbD? –
• Too many students learn withoutthinking and just repeat what theteacher says.
• Most exam questions are recallquestions.
• Too many lessons focus on learningfacts and skills but notunderstanding.
12
Stages in the Backward Design Process
1. IdentifyDesiredResults
2.
3
DetermineAcceptableEvidence
. PlanLearningExperiences
Wiggins and McTighe
What is it that I want thestudents to understand andknow and to be able to do?
How will I know thatthey know what I wantthem to know?
What do I need to do in theclassroom to prepare them to dowell on the assessment 14
- 1-
Meaningfulcontent is exploredthrough essentialquestions.
15
Stage One
What is worth
understanding?
16
You’ve got to gobelow the surface...
to uncover thereally ‘big ideas.’
17
Identifycentral key‘big ideas’
for your unit
“Unpacking” Priorities
worth beingfamiliar with
important to
know & do
‘big ideas’worth
understanding
19
Stage 1 – Identify Desired Results
Consists of 4 components plus the Transfer
Goal:
“established goals” (content standards,
course/program objectives, district
goals)
enduring understandings
essential questions
knowledge and skills
u
C S
q
k
20
Key Design Elements - Stage 1
Established Goals/Standards
Transfer Goals
EnduringUnderstandings
Essential Questions
Students Will Know Students Will Be Able toDo
Unit Topic:
21
- 2-
Drafting a Designfrom Big Ideas
22
EnduringUnderstandings
Goals/ContentStandards
Big Ideas
Essential Questions
Knowledge and Skills “Big Ideas”- What are they?- How can we identify them?
Is it a big idea?
a core idea or process at the “heart” of thediscipline?
enduring - having lasting value?
transferable to other topics?
a connecting idea - will it help to link discrete
facts and skills?
require “uncoverage” (since it is an abstract
or often-misunderstood idea)?
23
adaptationperspectivecharityprejudicefreedominteractioncommunication
Examples of concepts -- as transferable ‘big ideas’
examples...justicemigrationpatternschangesymbolsdiversityculture
harmonyconflictcyclesfairnessbalanceracismorder
24
From Big Ideas to Understandings andEssential Questions
Understandings• What specific insights will
students take away about themeaning of ‘content’ via bigideas?
• Understandings summarizethe desired insights we wantstudents to realize
• Understandings make sense offacts skills, and ideas: they tellus what our knowledgemeans; they ‘connect the dots.’
27
Essential Questions• Important questions that
recur throughout our lives
• Core ideas and inquirieswithin the discipline
• Helps students effectivelyinquire and make sense ofthe big idea(s) and requiresstudents to make decisionsabout answers
• Engages a specific anddiverse set of learners
What is the Difference?What is the Difference? (Compare Columns A and B)
Preface the statements with---Students will understand that…
1. True friendship is morelikely revealed duringdifficult times, not happytimes.
2. The interaction of heredityand experience influencebehavior.
3. Statistics and charts help toreveal patterns
4. The causes and effects of theCivil War
5. DNA
6. True friendship
7. How to tell time
8. Linear Functions
9. The Great Depression
28
List what you believe are thecommon characteristics of EU’s?
Stage 1 –Identify Desired Results
• Enduring Understanding Framed as a generalization
The Big Picture/Big Idea
Something beyond the specificcontent
The heart of the discipline
Insight into the Standards (Unpacking)
The “Aha”29
- 3-
1.Content/LearningStandards
May Give Clues toAppropriate EU’s
2. Through Your Experienceand Knowledge- You knowwhat is important tounderstand
30
►Nouns containthe Big Ideas
►Verbs containthe ideas forAssessment
Two Ways to Think AboutCreating Enduring Understandings
Then, make sureit is aligned withthe Standards
Framing Enduring Understandings
Properly Framed
The student willunderstand that…
Improperly Framed
The student willunderstand….
31
Essential Questions
• Ex. Essential questions1. To what extent does “form” derive
from function in biology?
2. How do effective writers hook andhold their readers?
3. Who wins and who loses whentechnologies change?
4. Should it be an axiom if it is notobvious?
5. What distinguishes fluent foreignersfrom native speakers?
6. How would life be different if wecouldn't measure time?
• Ex. Non-Essential questions7. How many legs does a spider
have? How does an elephant useits trunk?
8. What is “foreshadowing?” Canyou find an example?
9. What does is a definition oftechnology? (Root – techne)
10. By what axioms are we able toprove the Pythagorean theorem?
11. What are some Frenchcolloquialisms?
12. How many minutes are in an hour?Hours in a day?
34
generative: spark inquiry andraise other questions
doorway: raise importantquestions related to subject
matter.
open-ended: no“single” answer;arguable; require
reasoning
recur: can(and should)be revisited
Essential Questions...
35
The weakest questions….
• Do not provoke thought or take us deeply intothe subject.
• Ask only for a glib or superficial personalreaction or response.
• Yield only a list of initial and uncriticalresponses.
• Signal that there is a ‘right” answer.• Are irrelevant to what we really want students
to learn in the unit.
37
Samples that “work”
• What’s the best way to count this?
• What’s the smartest buy?
• What story is the graph telling?
• Is there enough information for a solution?
• What’s important here?
39
- 4-
The best skill-focused questions…
• Refer to issues and challenges in using theskill - purpose, strategy, value, limits:
When is it best to…?
How should I most effectively…?
What should I do if ….?
When is it unwise to ….?
40
It is the intent that matters, notthe wording
• Does the unit take thequestion seriously?
• Is it thoroughlyinvestigated in stage 3? Arestudents engaged inexplorations?
• Do the assessmentsdemand a considered andsynthesized response?
41
Some Tips for UsingEssential Questions
1. “less is more”--list a reasonablenumber
3. post the questions/studentsorganize notebooks around thequestions
2. edit to make them “kidfriendly”
42
Example of a “Kid Friendly” Edit:
Student-suggested revision -Why do kids sometimes act‘stupid’ when they’re in groups?
Initial teacher question -How are adolescent beliefsand actions influenced by peerpressure?
43
Misconception Alert:Essential questions are meant to
stimulate and focus inquiry.!
Beware of questions that are -
rhetorical - leading toward “the”
answer the teacher wants
simple facts or definitions
bland and uninviting; trite statements
the “duh” factor; the obvious 45 4848
Work Time – Work in Groups of 3 to 4Identify the Big Ideas in one of your units
and then write at least 2 to 3 EnduringUnderstandings & Essential Questionson the chart paper. We will then do aGallery Walk and provide feedback.
- 5-
‘Big Idea’ Understanding:
Statistical analysis and display oftenreveals patterns in data, enabling us tomake predictions with degrees ofconfidence.
Mathematics Understanding/Question
Statistics
Essential Question:
Can you predict the future? Whatwill happen next? How sure are you?
50
Social Studies QuestionsCommunities
‘Big Idea’ Understanding:
Everyone holds membership in avariety of groups.
Essential Questions:
Which groups did I join at birth? Whydo people join groups? What groups do Ibelong to? Can I leave a group?
51
Understanding:
In a free market economy, price is afunction of supply and demand.
Social Studies Understanding/Question
Economics
Essential Questions:
Why do prices go up and down so much?Why is there a big shift in gasolineprices?
52
Understanding:
Geography is an important factor in thesuccessful development of nations.
Geography Understanding/Question
Essential Questions:
Why is location so important to thedevelopment of a nation?
53
‘Big Idea’ Understanding:
Great literature from various cultures
explores enduring themes and reveals
recurrent aspects of the human condition.
English/Lang. ArtsUnderstanding/QuestionWorld Literature
Essential Question:
How can stories from other places
and times be about me?54
Understanding:
History is messy: historians can and dodisagree.
History Understanding/Question
Essential Questions:
Is my textbook always right? Why dodifferent history books say differentthings about the same events? Whatshould I believe?
55
- 6-
What words, phrases and thoughts come to mind when you hear
Knowing and Understanding?
Knowing Understanding
- 7-
The
Lun
cheo
nD
ate
Big
Ide
aEn
du
rin
gU
nd
ers
tan
din
gEs
sen
tial
Qu
esti
on
- 8-
From Moving Forward with Understanding by Design User’s Guide, Wiggins & McTigh
Understanding by Design Classroom Episode: Unit on Hamlet
Content Standards/Goals The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing levels of
difficulty. (Reading) The student will produce, analyze, or evaluate effective communication. (Writing)
Enduring Understandings In Hamlet, Shakespeare explores many issues of the human condition that are still relevant today. People respond to crisis situations in a variety of ways that reveal much about human psychology and
experience.
Essential Questions To what extent do our personal choices have consequences? How do people respond to crisis? Why study old books? Is revenge ever OK? Why or why not? To what extent do ghosts of the past haunt us?
Use the check list to evaluate the quality and levels of use of the three stages of “Understanding byDesign” in the classroom. You may consider using the following rating scale:
3 = Highly evident of effective use2 = Some evidence of effective use, but may need further development1 = Minimal evidence of effective use
Stage 1: Desired Results Stage 2: Assessment Evidence Stage 3: Learning Activities
The teaching episodeclearly reflects establishedstandards and goals.
Students are actively engagedin the assessment process andshow a clear understanding ofthe desired results they areresponsible for.
The instructor appears to useactivities to monitor anddiagnose how individualstudents are progressingrelative to desired result.
All learners are clear aboutthe “Big Ideas” of the unitor lesson.
Assessments appear to bebalanced; there is a range ofassessment evidence.
At key points in the lesson,students have opportunities toevaluate their level ofunderstanding using a varietyof modes.
Lessons and unit objectivesclearly articulate what alllearners are expected toknow and do.
Assessments focus on thetransfer of skills or keycontent. (Performance Task)
Where appropriate, theinstructor appears to tailorlearning activities toaccommodate the differentlearners.
The Essential Questionsdrive the learning.
Overall, the instructors appearto use assessment for a varietyof purposes, includingdiagnostic, formative, andsummative assessments.
Overall, the lesson reflectsstudents’ growth towardconceptual understanding,transfer, and independent useof content in authentic, real-world settings
- 9-
ENDURING UNDERSTANDINGS
64
Math = “Equivalence”Understandings about this ‘big idea’ in math:
Quantities can be converted into many equal symbolicforms: fractions - decimals; factoring and regrouping,etc.
The essence of problem solving is finding the mostuseful equivalences - i.e. turning complex into simple,unfamiliar into familiar, unknown into known.
The same mathematical ideas can be representedconcretely, graphically, or symbolically.
Context determines which is most appropriate.
Big Idea in Math Enduring Understanding
65
Examples ofEnduring Understandings for Various Grades
Laws and rules prevent chaos.
Fairy tales often illustrate profound philosophicaltruths.
The words of poetry stir up feelings and ideas inthe reader or listener.
In music the silence is as important as the notes.
Mathematics is a language consisting of symbolsand rules.
Living things grow and change, sometimes inpredictable patterns.66 67
• Available natural resources, tools andtechnologies influence the ways in whichartists express their ideas.
• Great art addresses universal themes ofhuman existence.
• Movement can be created through thecombination of one or more of the key artelements.
• Line defines shape and adds meaning. • Color creates mood.
Enduring Understandings - Arts
ESSENTIAL QUESTIONS
68
Sample Essential Questions
• Does a ‘good read’ differ from a ‘great book’?
• What’s the pattern? How can I best represent it in numbers?
• By what criteria and standards should I judge thisperformance?
• What’s the point?
• What kind of problem is this?
• What is a valid and defensible interpretation of these events?
• Why do people eat so poorly if we know so much aboutnutrition?
• What do I need to understand about the culture to understandthe language? And vice versa?
69
- 10-
Essential Questions in English
• What makes a good story great?
• How much truth is there in fiction?
• How does poetry reflect the world differentlythan stories, novels and reports?
• What makes someone a hero? Can anyone bea hero?
• How do I read between the lines?
• What do good readers do?
70
Essential Questions: Speaking & Listening
•When should I talk? When should I listen?
•In case of misunderstanding, how can I tell when it’sme and when it’s not? What can I do to fix theproblem?
•Have I understood? How do I know?
•What should I do when I don’t understandthe speaker?
•What do the best speakers do?
•How does the audience affect the way I should speak?
•Have I been clear? Effective? How do I know? Howshould I fix it?
71
Essential Questions in Social Studies
• What is a just war?• Whose stories are told? Whose stories are not told?
Why? How do we know what to believe?• Why does someone in an American history class
have to think about global issues?• How can diversity be strength?• Can social problems ever be corrected?• What does it mean to be a good citizen?• What responsibilities do we have to others in the
world?• What causes conflict? Why do people abuse their
power over others?72
Essential Questions in World Language
• Why study another culture? Why learnanother language?
• How will knowledge of word choice, syntax,intonation and physical expression help me tounderstand another language?
• How will grammatical patterns help me withlanguage acquisition?
• What can I do when I do not have the words to saywhat I am thinking?
• Why isn’t a dictionary enough to learn a language?• To what extent is formal and proper usage
necessary to communicate effectively?73
74
Essential Questions - ArtsWhat is art? What is the difference, if any, between artand craft?Where can we find art?Why create art?How does art communicate?How does art reflect as well as shape culture?In what ways do artists influence society? In what waysdoes society influence artists?What makes art “great”?How/where do artists get their ideas?How do artists best use tools and techniques to expressideas?Are some media better than others… (for communicatingparticular ideas, emotions to particular audiences)?
Essential Questions in Math
• Which rules apply here? What changes if this rulechanges? What strategy should I use this time?
• What story does this graph (data) tell?• How accurate (precise) is it? How precise is precise
enough? How sure are you?• To what extent is this a “new thing” or an “old thing”
in disguise?• When is the “correct” answer not the best solution?• What are real numbers?• How are these connected?
75
- 11-
Essential Questions in Science
• What is gravity, really?
• How can weather help us? How does weather causedestruction?
• How do organisms survive in harsh or changingenvironments?
• How would the universe be different if one or more of thelaws of motion were suspended?
• How do we know that things have energy?
• How does what we measure influence how we measure?
76
Essential Questions in Health/Phys Ed
• How does the media influence our perceptionsof self?
• Why exercise?
• What is wellness?
• What are common practices for attacking ordefending “space?”
77
Twelve questions for today’s science:1. Does Science Matter?2. Is War Our Biological Destiny?3. Could We Live Forever?4. Are Men Necessary? ... Are Women Necessary?5. Why Do We Sleep?6. How Did Life Begin?7. What Is the Most Important Problem in Math Today?8. Where Are Those Aliens?9. Can Robots Become Conscious?10.Can Science Prove the Existence of God?11.Is Evolution Truly Random?12. Do Paranormal Phenomena Exist?
From the New York Times...
78
Essential Questionsfrom the “leading edge”
www.edge.org
79
“What do collapses of past societiesteach us about our own future?”
From the leading edge...
Jared Diamond, Biologist, UCLA Medical SchoolAuthor of The Third Chimpanzee andGuns, Germs, and Steel
80
“Why is music such a pleasure?”Nicholas Humphrey, Psychologist, New School for Social Research
Author of Consciousness Regained and A History of the Mind
“What goes on in the head of a baby?”Freeman Dyson, Physicist, Institute for Advanced Study
Author of Disturbing the Universe and From Eros to Gaia
Questions about questions:
“What questions were once popular but havenow been answered?”“What questions should never have beenasked in the first place?”“What questions have disappeared althoughthey never received a satisfactory answer?”
From the leading edge...
Richard Dawkins, Evolutionary
Biologist, Oxford University
81
- 12-
impo
rtan
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ddo
BIG
IDE
AS
Ess
enti
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ues
tion
s
wor
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ing
fam
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rw
ith
impo
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tkn
owle
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skil
ls
En
du
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and
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willI
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- 13-
�
UbD
in
a N
utsh
ell
Stag
e �:
Des
ired
Res
ults
Stag
e 2:
Ass
essm
ent
Evid
ence
Stag
e 3:
Lea
rnin
g Pl
an
UbD
is a
way
of
thin
king
pur
pose
fully
abo
ut c
urri
cula
r pl
an-
ning
and
sch
ool r
efor
m,
a se
t of
hel
pful
des
ign
tool
s, a
nd
desi
gn s
tand
ards
--
not
a ri
gid
prog
ram
or
reci
pe.
The
end
goal
of
UbD
is s
tude
nt u
nder
stan
ding
and
the
abi
lity
to t
rans
fer
lear
ning
s –
to e
nabl
e le
arne
rs t
o co
nnec
t, m
ake
mea
ning
of,
and
eff
ecti
vely
use
dis
cret
e kn
owle
dge
and
skill
s.
Evid
ence
of
unde
rsta
ndin
g is
rev
eale
d th
roug
h pe
rfor
man
ce
– w
hen
lear
ners
tra
nsfe
r kn
owle
dge
and
skill
s ef
fect
ivel
y,
in v
arie
d re
alis
tic
situ
atio
ns,
usin
g on
e or
mor
e “f
acet
s”
(exp
lain
, in
terp
ret,
app
ly,
shif
t pe
rspe
ctiv
e, e
mpa
thiz
e, a
nd
self
-ass
ess)
, w
ith
min
imal
sca
ffol
ding
and
pro
mpt
ing.
Educ
ator
s ar
e co
ache
s of
und
erst
andi
ng (
i.e.
, he
lp t
he s
tude
nt
mak
e ke
y in
fere
nces
and
app
ly le
arni
ng),
not
mer
e pu
rvey
ors
of c
onte
nt o
r ac
tivi
ty.
Plan
ning
is b
est
done
”ba
ckw
ard”
fro
m t
he d
esir
ed r
esul
ts
and
the
asse
ssm
ent
task
s th
at e
mbo
dy t
he g
oals
. Th
e 3
Stag
es
(Goa
ls,
Asse
ssm
ent,
Lea
rnin
g Ac
tivi
ties
) m
ust
all a
lign
for
the
plan
to
be v
alid
and
eff
ecti
ve.
UbD
tra
nsfo
rms
Cont
ent
Stan
dard
s in
to f
ocus
ed a
nd c
oher
ent
lear
ning
tar
gets
via
“bi
g id
eas”
and
inte
grat
ed t
rans
fer
task
s.
Des
ign
Stan
dard
s gu
ide
self
-ass
essm
ent
and
peer
rev
iew
s of
cu
rric
ulum
, in
stru
ctio
n, a
nd a
sses
smen
t fo
r qu
alit
y co
ntro
l.
UbD
refl
ects
a “
cont
inuo
us im
prov
emen
t” a
ppro
ach
to d
esig
n an
d le
arni
ng.
The
resu
lts
of c
urri
culu
m d
esig
n an
d us
e (e
.g.,
as
sess
men
t re
sult
s, q
ualit
y of
stu
dent
wor
k, d
egre
e of
lear
ner
enga
gem
ent)
info
rm n
eede
d ad
just
men
ts;
impr
ovem
ent
of t
he
desi
gn a
s w
ell a
s of
ach
ieve
men
t is
alw
ays
poss
ible
, an
d to
ols
are
prov
ided
for
suc
h se
lf-a
sses
smen
t an
d ad
just
men
t.
1. 2. 3. 4. 5. 6. 7. 8.
Wha
t St
anda
rds
and
long
-ter
m t
rans
fer
goal
s w
ill
be a
d-dr
esse
d?W
hat
shou
ld s
tude
nts
com
e aw
ay u
nder
stan
ding
?W
hat
esse
ntia
l qu
esti
ons
wil
l st
uden
ts e
xplo
re a
nd a
d-dr
ess?
Wha
t kn
owle
dge
ques
tion
s w
ill
they
be
able
to
answ
er?
Wha
t sp
ecifi
c sk
ills
sho
uld
be d
evel
oped
or
mas
tere
d?
• • • • •
Wha
t pe
rfor
man
ces
and
prod
ucts
wil
l re
veal
ev
iden
ce o
f un
ders
tand
ing
and
othe
r
Stag
e 1
Des
ired
Res
ults
?
Wha
t ot
her
evid
ence
wil
l be
col
lect
ed t
o re
flec
t th
e D
esir
ed R
esul
ts?
By w
hat
crit
eria
wil
l w
ork
be a
sses
sed?
• • •
Wha
t ac
tivi
ties
, ex
peri
ence
s, a
nd l
esso
ns w
ill
lead
to
achi
evem
ent
of t
he d
esir
ed r
esul
ts a
nd s
ucce
ss a
t th
e as
sess
men
ts?
How
wil
l th
e un
it b
lend
the
met
hods
of
Acq
uist
ion,
M
eani
ng M
akin
g, a
nd T
rans
fer?
• •
- 14-
2
UbD
in
a N
utsh
ell
Stag
e �:
Des
ired
Res
ults
An “
unde
rsta
ndin
g” –
is t
he “
mor
al o
f th
e st
ory”
of
the
unit
- a
n im
port
ant
infe
renc
e th
e le
arne
r is
hel
ped
to d
raw
.
is t
rans
fera
ble
to o
ther
less
ons,
su
bjec
ts,
cont
exts
is u
sual
ly n
ot o
bvio
us,
may
be
coun
ter-
intu
itiv
e -
and
ther
efor
e pr
one
to m
isun
ders
tand
ing
is a
n in
sigh
t, n
ot a
tru
ism
mak
es s
ense
of
othe
rwis
e di
scre
te
fact
s -
it “
conn
ects
the
dot
s”
is a
spe
cific
gen
eral
izat
ion,
a f
ull
sent
ence
pro
posi
tion
: “t
he s
tu-
dent
will
und
erst
and
THAT
...”
• • • • • •
A qu
esti
on is
ess
enti
al if
it –
has
no s
impl
e “r
ight
ans
wer
” th
at
can
be lo
oked
up.
is m
eant
to
be in
vest
igat
ed,
argu
ed,
look
ed a
t fr
om d
iffe
rent
po
ints
of
view
(an
d no
t ty
pica
lly
answ
ered
wit
h fin
alit
y)
rais
es o
ther
impo
rtan
t qu
esti
ons:
if
the
que
stio
n it
self
can
be
frui
t-fu
lly q
uest
ione
d
natu
rally
ari
ses
in e
very
day
life,
an
d/or
in “
doin
g” t
he s
ubje
ct
cons
tant
ly a
nd a
ppro
pria
tely
re
curs
; it
can
use
fully
be
aske
d an
d re
-ask
ed o
ver
tim
e, a
nd a
rise
s an
ew f
rom
fur
ther
lear
ning
• • • • • A tr
ansf
er g
oal –
stat
es w
hat
stud
ents
sho
uld
be
able
to
do w
ith
know
ledg
e an
d sk
ill,
on t
heir
ow
n, in
gen
eral
te
rms,
in t
he lo
ng r
un.
fram
es c
onte
nt s
tand
ards
as
per-
form
ance
sta
ndar
ds
answ
ers
the
“Why
?” a
nd “
Wha
t ca
n yo
u do
wit
h th
is?”
que
stio
ns
• • •
Know
ledg
e &
Ski
ll –
stat
es w
hat
stud
ents
sho
uld
know
an
d be
abl
e to
do
as a
res
ult
of
the
unit
.
reflec
ts b
oth
the
targ
eted
kno
wl-
edge
and
ski
ll an
d th
e en
ablin
g kn
owle
dge
and
skill
impl
ied
in t
he
unde
rsta
ndin
g-re
late
d go
als.
• •
STA
GE
�
A ke
y fo
cus
in S
TAG
E 1
is “
big
idea
s” -
mak
ing
sure
tha
t le
arni
ng g
oals
are
fra
med
in t
erm
s of
the
impo
rtan
t co
ncep
ts,
issu
es,
them
es,
stra
tegi
es e
tc.
that
are
at
the
hear
t of
lear
ning
for
und
erst
andi
ng.
Rese
arch
on
lear
ning
has
con
clus
ivel
y sh
own
that
st
uden
ts n
eed
to s
ee ‘
the
Big
Pict
ure’
if t
hey
are
to b
e ab
le t
o m
ake
sens
e of
the
ir le
sson
s; a
nd,
espe
cial
ly,
tran
sfer
the
ir le
arni
ng t
o ne
w le
sson
s, n
ew is
sues
and
pr
oble
ms,
and
rea
l-w
orld
sit
uati
ons.
A fo
cus
on u
nder
stan
ding
mea
ns t
hat
we
mus
t be
m
indf
ul o
f po
tent
ial s
tude
nt m
isun
ders
tand
ings
and
ty
pica
l tra
nsfe
r de
ficit
s. In
oth
er w
ords
, es
tabl
ishi
ng
appr
opri
ate
goal
s m
eans
als
o pr
edic
ting
the
tro
uble
sp
ots
that
are
like
ly t
o ar
ise
in t
each
ing
and
asse
ssin
g.
A lo
ng in
disc
rim
inat
e lis
t of
goa
ls is
not
a s
et o
f de
sign
pr
iori
ties
. Id
enti
fy o
nly
thos
e St
anda
rds,
kno
wle
dge,
sk
ills,
und
erst
andi
ngs,
and
que
stio
ns t
hat
you
plan
to
asse
ss in
STA
GE
2 an
d te
ach
to in
STA
GE
3.
It is
impo
rtan
t to
mak
e ex
plic
it t
rans
fer
goal
s at
the
he
art
of t
he u
nit,
eve
n if
suc
h a
goal
is n
ot e
xplic
it in
th
e st
ate
stan
dard
s pl
aced
in t
he G
OAL
S bo
x of
the
Te
mpl
ate.
“Tr
ansf
er”
refe
rs t
o th
e ul
tim
ate
desi
red
acco
mpl
ishm
ent:
wha
t, in
the
end
, sh
ould
stu
dent
s be
abl
e to
do
wit
h al
l thi
s ‘c
onte
nt’,
on
thei
r ow
n,
beyo
nd y
our
clas
sroo
m,
if t
his
and
othe
r re
late
d un
its
are
succ
essf
ul?
1. 2. 3. 4. 5.
UbD
WKB
K =
UbD
Pro
fess
iona
l D
evel
opm
ent
Wor
kboo
kU
bD b
ook
= 2n
d ed
. of
Und
erst
andi
ng b
y D
esig
n
UbD
WKB
K =
pp.8
8 -
106
UbD
boo
k =
Ch 5
, pp
. 10
5 -
125
UbD
WKB
K =
pp.1
07 -
118
UbD
boo
k =
Ch 6
, pp
. 12
6 -
145
UbD
boo
k =
pp.
39 -
43;
78
- 81
UbD
WKB
K =
pp.1
19 -
125
- 15-
3
UbD
in
a N
utsh
ell
Stag
e 2:
Ass
essm
ent
Evid
ence
Oth
er E
vide
nce
–
is n
on-p
erfo
rman
ce-b
ased
evi
denc
e co
llect
ed t
o as
sess
va
riou
s D
esir
ed R
esul
ts o
f St
age
1.
is t
he p
lace
to
iden
tify
con
vent
iona
l tes
ts,
quiz
zes,
and
as
sign
men
ts t
hat
roun
d ou
t th
e as
sess
men
t pi
ctur
e of
St
age
1.
can
over
lap
the
perf
orm
ance
-bas
ed e
vide
nce,
the
reby
in
crea
sing
the
rel
iabi
lity
of t
he o
vera
ll as
sess
men
t (e
s-pe
cial
ly if
the
per
form
ance
tas
k w
as d
one
as a
gro
up)
• • •Perf
orm
ance
Tas
k(s)
:
prov
ide
evid
ence
of
unde
rsta
ndin
g be
caus
e w
e ha
ve t
o se
e if
the
lear
ners
can
app
ly a
nd a
dapt
the
ir le
arni
ng t
o va
riou
s pr
oble
ms,
sit
uati
ons,
and
con
text
s.
shou
ld b
e as
fai
thfu
l as
poss
ible
to
real
-wor
ld c
onte
xts,
de
man
ds,
mes
sine
ss,
audi
ence
s, a
nd p
urpo
ses
shou
ld b
e w
ritt
en in
the
GRA
SPS
form
at t
o m
ake
asse
ss-
men
t ta
sks
mor
e au
then
tic
and
enga
ging
mus
t be
ass
esse
d us
ing
valid
cri
teri
a an
d in
dica
tors
, re
flec
tive
of
not
only
qua
lity
perf
orm
ance
but
rel
ated
to
the
Des
ired
Res
ults
of
Stag
e 1.
reflec
t th
e 6
Face
ts o
f un
ders
tand
ing:
exp
lana
tion
, in
terp
reta
tion
, ap
plic
atio
n, p
ersp
ecti
ve,
empa
thy,
and
se
lf-u
nder
stan
ding
• • • • •
STA
GE
2
The
focu
s in
STA
GE
2 is
“va
lid e
vide
nce”
- m
akin
g su
re t
hat
wha
t w
e as
sess
an
d ho
w w
e as
sess
fol
low
s lo
gica
lly f
rom
the
STA
GE
1 go
als.
Asse
ssin
g fo
r un
ders
tand
ing
requ
ires
evi
denc
e of
the
stu
dent
’s a
bilit
y to
in
sigh
tful
ly e
xpla
in o
r in
terp
ret
thei
r le
arni
ng -
to
“sho
w t
heir
wor
k” a
nd t
o “j
usti
fy”
or “
supp
ort”
the
ir p
erfo
rman
ce/p
rodu
ct w
ith
com
men
tary
.
Asse
ssin
g fo
r un
ders
tand
ing
also
req
uire
s ev
iden
ce o
f th
e st
uden
t’s
abili
ty
to a
pply
the
ir le
arni
ng in
new
, va
ried
, an
d re
alis
tic
situ
atio
ns -
“do
ing”
the
su
bjec
t in
a s
itua
tion
(tr
ansf
er)
as o
ppos
ed t
o m
erel
y an
swer
ing
pat
ques
tion
s ou
t of
con
text
.
The
6 Fa
cets
of
Und
erst
andi
ng p
rovi
de a
hel
pful
fra
mew
ork
for
build
ing
appr
opri
ate
asse
ssm
ent
task
s:
Expl
ain:
the
stu
dent
gen
eral
izes
, m
akes
con
nect
ions
, ha
s a
soun
d th
eory
Inte
rpre
t: t
he s
tude
nt o
ffer
s a
plau
sibl
e an
d su
ppor
ted
acco
unt
of t
ext,
dat
a,
expe
rien
ce
Appl
y: t
he s
tude
nt c
an t
rans
fer,
ada
pt,
adju
st,
addr
ess
nove
l pro
blem
s
Pers
pect
ive:
the
stu
dent
can
see
fro
m d
iffe
rent
poi
nts
of v
iew
Empa
thy:
the
stu
dent
can
wal
k in
the
sho
es o
f pe
ople
/cha
ract
ers
Self
-und
erst
andi
ng:
the
stud
ent
can
self
-ass
ess,
see
the
lim
its
of t
heir
un
ders
tand
ing
GRA
SPS
is a
n ac
rony
m t
o he
lp d
esig
ners
con
stru
ct a
uthe
ntic
sce
nari
os f
or
perf
orm
ance
tas
ks:
Goa
l: t
he g
oal o
r ch
alle
nge
stat
emen
t in
the
sce
nari
o
Role
: th
e ro
le t
he s
tude
nt p
lays
in t
he s
cena
rio
Audi
ence
: th
e au
dien
ce/c
lient
tha
t th
e st
uden
t m
ust
be c
once
rned
wit
h in
doi
ng
the
task
Situ
atio
n: t
he p
arti
cula
r se
ttin
g/co
ntex
t an
d it
s co
nstr
aint
s an
d op
port
unit
ies
Perf
orm
ance
: th
e sp
ecifi
c pe
rfor
man
ce o
r pr
oduc
t ex
pect
ed
Stan
dard
s: t
he s
tand
ards
/cri
teri
a by
whi
ch t
he w
ork
will
be
judg
ed
1. 2. 3. 4.
• • • • • •
5.
• • • • • •
UbD
WKB
K =
pp.1
59 -
179
; G
RASP
S pp
. 17
0 -
172
UbD
boo
k =
pp.
146
- 17
1
UbD
WKB
K =
pp.1
42 -
154
- 16-
�
UbD
in
a N
utsh
ell
Stag
e 3:
Lea
rnin
g Pl
an
The
lear
ning
act
ivit
ies
–
shou
ld b
e de
rive
d fr
om t
he g
oals
of
Stag
e 1
and
the
asse
ssm
ents
of
Stag
e 2
to e
nsur
e th
e al
ign-
men
t of
the
pla
n an
d th
e ef
fect
iven
ess
of t
he
acti
viti
es.
shou
ld r
eflec
t a
bala
nce
of t
he g
oals
and
met
hods
of
Acq
uisi
tion
, M
eani
ng M
akin
g, a
nd T
rans
fer
can
be h
elpf
ully
tho
ught
thr
ough
in t
erm
s of
W
HER
ETO
:W
here
is t
he u
nit
head
ed?
Hoo
k th
e le
arne
r w
ith
enga
ging
wor
kEq
uip
for
unde
rsta
ndin
g, e
xper
ienc
e an
d ex
plor
e th
e bi
g id
eas
Reth
ink
opin
ions
, re
vise
idea
s an
d w
ork
Eval
uate
you
r w
ork
and
adju
st a
s ne
eded
Tailo
r th
e w
ork
to r
eflec
t in
divi
dual
nee
ds,
inte
rest
s, s
tyle
sO
rgan
ize
the
wor
k flow
to
max
imiz
e in
-de
pth
unde
rsta
ndin
g an
d su
cces
s at
the
su
mm
ativ
e ta
sks
shou
ld r
eflec
t th
e te
achi
ng a
ppro
ach
that
is lo
gi-
cally
req
uire
d by
the
goa
ls,
not
the
teac
hing
ap-
proa
ch t
hat
is m
ost
com
fort
able
for
or
fam
iliar
to
the
teac
her.
• • •
‡ ‡ ‡ ‡ ‡ ‡ ‡
•
STA
GE
3
The
focu
s in
STA
GE
3 is
“al
igne
d” le
arni
ng a
ctiv
itie
s -
mak
ing
sure
tha
t w
hat
you
teac
h an
d ho
w y
ou t
each
fol
low
s lo
gica
lly
from
the
STA
GE
1 go
als
(ins
tead
of
from
hab
it).
Teac
hing
for
und
erst
andi
ng r
equi
res
that
stu
dent
s be
giv
en
num
erou
s ca
refu
lly-d
esig
ned
oppo
rtun
itie
s to
dra
w in
fere
nces
an
d m
ake
gene
raliz
atio
ns t
hem
selv
es.
Und
erst
andi
ngs
cann
ot b
e ha
nded
ove
r; t
hey
have
to
be r
ealiz
ed b
y th
e le
arne
r.
WH
ERET
O is
an
acro
nym
for
con
side
ring
and
sel
f-as
sess
ing
the
key
elem
ents
and
logi
c of
a le
arni
ng p
lan:
Whe
re:
ensu
ring
tha
t th
e st
uden
t se
es t
he b
ig p
ictu
re,
has
answ
ers
to t
he W
hy?
ques
tion
s, a
nd k
now
s th
e fin
al p
erfo
rman
ce d
eman
ds a
s so
on a
s po
ssib
le
Hoo
k: g
etti
ng t
he s
tude
nt in
tere
sted
imm
edia
tely
in t
he id
ea a
nd
issu
es o
f th
e un
it,
enga
ging
the
stu
dent
in t
houg
ht-p
rovo
king
ex
peri
ence
s/ch
alle
nges
/que
stio
ns a
t th
e he
art
of t
he u
nit
Equi
p &
Exp
erie
nce:
pro
vidi
ng t
he s
tude
nt w
ith
the
tool
s, r
esou
rces
, sk
ill,
and
info
rmat
ion
need
ed t
o ac
hiev
e th
e de
sire
d un
ders
tand
ing;
ex
peri
enci
ng t
he b
ig id
eas
as r
eal,
impo
rtan
t
Reth
ink:
tak
ing
the
unit
dee
per
by s
hift
ing
pers
pect
ive,
con
side
ring
di
ffer
ent
theo
ries
, ch
alle
ngin
g pr
ior
assu
mpt
ions
, in
trod
ucin
g ne
w e
vide
nce
and
idea
s, e
tc.
Also
: pr
ovid
ing
the
impe
tus
for
and
oppo
rtun
ity
to r
evis
e pr
ior
wor
k, t
o po
lish
it
Eval
uate
: en
suri
ng t
hat
stud
ents
get
dia
gnos
tic
and
form
ativ
e fe
edba
ck,
and
oppo
rtun
itie
s to
sel
f-as
sess
and
sel
f-ad
just
Tailo
r: P
erso
naliz
e th
e le
arni
ng t
hrou
gh d
iffe
rent
iate
d as
sign
men
ts
and
asse
ssm
ents
, as
app
ropr
iate
, w
itho
ut s
acri
ficin
g ri
gor/
valid
ity
Org
aniz
e: S
eque
nce
the
wor
k to
sui
t th
e un
ders
tand
ing
goal
s (t
hus,
of
ten
ques
tion
ing
the
flow
pro
vide
d by
the
tex
tboo
k, w
hich
is
typi
cally
org
aniz
ed a
roun
d di
scre
te t
opic
s)
1. 2. 3.
• • • • • • •
UbD
WKB
K =
pp.2
12 -
237
; W
HER
ETO
pp.
214
- 2
26U
bD b
ook
= Ch
apte
rs 9
& 1
0; W
HER
ETO
pp.
197
- 2
22
- 17-
