Understanding by Design

the ‘big ideas’of UbD

Copyright: 2002, Grant Wiggins and

Jay McTighe

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences & instruction

3 Stages of (“Backward”)

Design

Copyright: 2002, Grant Wiggins and Jay McTighe

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

Copyright: 2002, Grant Wiggins and Jay McTighe

The “big ideas” of each stage:

Assessment Evidence

Learning Activities

Understandings

stage

2

stage

3

Standard(s):

stage

1

Performance T ask(s): Other Evidence:

What are the big ideas?

What’s the evidence?

How will we get there?

Copyright: 2002, Grant Wiggins and Jay McTighe

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” PLOs in many cases to make the implied big ideas clear

Copyright: 2002, Grant Wiggins and Jay McTighe

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 themU

Copyright: 2002, Grant Wiggins and Jay McTighe

UbD Stage 1Big Ideas

Enduring Understandings

Goals

Now that I know what I

want them toknow and do, how will I know

when they get there?

Stage 2 – Assessment

Evidence

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/criteria will be used to assess complex performance?

Copyright: 2002, Grant Wiggins and Jay McTighe

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

Six Facets of Understanding Can explain

Can interpret

Can apply

Has perspective

Can empathize

Has self-knowledge

Copyright: 2002, Grant Wiggins and Jay McTighe

UbD Stage 2Task

Criteria

Evidence

How will I address diversity?

Stage 3 – Plan Learning

Experiences & InstructionA 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

Copyright: 2002, Grant Wiggins and Jay McTighe

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?

W

H

E

E

R

L

T

O

Copyright: 2002, Grant Wiggins and Jay McTighe

UbD Stage 3

Learning ActivitiesHow will I address

diversity?

Class Profile

Prescribed Learning Outcomes

Misconception Alert:

the work is non-linearIt 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 StageThe template “blueprint” is logical but the process is non-linear (think: home improvement!)

!Copyright: 2002, Grant Wiggins and Jay McTighe