Understanding by DesignUnderstanding by Designa.k.a. Backward Designa.k.a. Backward Design
An introduction An introduction
by Ingrid Veilleux, by Ingrid Veilleux,
adapted by Laura Kingadapted by Laura King
Visual Metaphors for UnitsVisual Metaphors for Units
Three Big Questions… Three Big Questions…
1. What is your goal? What is your big idea?
2. How will you know they have learned it?
3. What activities will lead you to your goal?
STAGE 1-DESIRED RESULTSSTAGE 1-DESIRED RESULTS
Standards, GEs
Understandings, Essential Questions
Knowledge Skills
Why Essential Questions?Why Essential Questions?
Essential questions have 2 purposes:
– To uncover the content
– To go beyond the content (overarching questions)
No differentiation.
ESSENTIAL QUESTIONSESSENTIAL QUESTIONS
These questions are hooks to
engage learners.
These questions communicate the
purpose to the learners.
Habits of Mind…Habits of Mind…
• Begin with the end in mind
• Align goals, assessment, and activities
• Plan key questions for every unit
• Be flexible in choice of activities so long as goals are met
Discuss with a partner…Discuss with a partner…
Which Habits of Mind come easily for you? Which are more challenging?
STAGE 2 - ASSESSMENTSTAGE 2 - ASSESSMENT
Performance Task
• Apply skills and knowledge
• Real world or simulated situation
• Summative assessment
Other Assessment
Formative assessment: quizzes, response tasks, interviews, learning logs, etc.
Performance Task Performance Task Assessments allow Assessments allow
students to…students to…explain, interpret, apply, have explain, interpret, apply, have
perspective, empathize, and demonstrate perspective, empathize, and demonstrate self-knowledge about a given topic.self-knowledge about a given topic.[5]
Performance Task Eg. Driver’s Test
Design Tool: (GRASPS)Goal – demonstrate your skills driving a vehicle
Role – you are the driver
Audience – DMV driving test supervisor
Situation – You will drive while being assessed by supervisor
Product – The road/driving test
Standards for Success – Rules and Regulations, VT-DMV
Habits of Mind…Habits of Mind…
• ALIGNMENT– Creative process is often messy– End product (unit plan) should be coherent
• Teach for and assess transfer via performance tasks
• (Turn and Talk… discuss how performance task assessments and essential questions are related?)
STAGE 3 – STAGE 3 – LEARNING ACTIVITIESLEARNING ACTIVITIES
• Best Practice teaching strategies
• Consider Differentiation
• Flexibility
WHERETO Framework…
WHERETO FRAMEWORK FOR WHERETO FRAMEWORK FOR
PLANNING LEARNING EXPERIENCESPLANNING LEARNING EXPERIENCES
W W = Help the students know = Help the students know Where Where the unit is going and the unit is going and What What is expected?is expected?
Help the teacher know Help the teacher know Where Where the students are coming from (prior the students are coming from (prior
knowledge, interests)?knowledge, interests)?
H H = = Hook Hook all students and all students and Hold Hold their interest?their interest?
E E = = Equip Equip students, help them students, help them Experience Experience the key ideas and the key ideas and Explore Explore the the
issues?issues?
R R = Provide opportunities to = Provide opportunities to Rethink Rethink and and Revise Revise their understandings and work?their understandings and work?
E E = Allow students to = Allow students to Evaluate Evaluate their work and its implication's?their work and its implication's?
T T = Be = Be Tailored Tailored (personalized) to the different needs, interests, and abilities of(personalized) to the different needs, interests, and abilities of
learners?learners?
OO= Be = Be Organized Organized to maximize initial and sustained engagement as well as to maximize initial and sustained engagement as well as
effective learning?effective learning?
Learning Activities – Lots of flexibility here ! Consider…
- elements of lesson design- concept attainment- elements of effective group work- deep learning, synthesis, connecting, interpreting- dialogue strategies- cooperative learning- drama, music, art – integrated - application of learning theory- memory and attention etc…
Twin sins…Twin sins…
1. Activity orientation
2. Textbook coverage
Discuss with a partner…Discuss with a partner…
• How is Understanding by Design (or Backward Design) similar and different from other unit planning models?
BibliographyBibliography
• Wiggins & McTighe (2005). Understanding by Design. ASCD.
• Wiggins & McTighe (2004). Understanding by Design: Professional Development Workbook. ASCD.
• Tomlinson, Carol Ann and Jay McTighe (2006). Integrating Differentiated Instruction and Understanding by Design. ASCD.