Understanding by Design (UbD)

Wiggins & McTighe

A Brief IntroductionDansalan College FoundationHigh School DepartmentMarawi City, Lanao del SurRichard S. Tutanes, Acting PrincipalJune 1, 2010

“Focus on “Understanding”•Explains common practices that interfere with

understanding.•Explains a backward design process to avoid

common problems.•Proposes an approach to curriculum designed

to engage students in inquiry & “uncovering” ideas.

•Proposes a set of design standards for achieving quality control in curriculum & assessment designs.

“Understanding is the ability to transfer learning to new, different

and unique experiences.” Wiggins

“To question means to lay open, to place in the open. Only a person who has questions can have real

understanding.”

Gadamer

Focus on Instruction or the Approach

Grant Wiggins and Jay McTighe provide a way to move from “covering the curriculum” to

“creating curriculum” and understanding with technology

Stages of Backward Design

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

The “big ideas” of each stage:

Assessment Evidence

Learning Activities

Understandings Essential Questions

stage

2

stage

3

Standard(s):

stage

1

Performance Task(s): Other Evidence:

Unpack the content standards and ‘content’, focus on big ideas Analyze multiple

sources of evidence, aligned with Stage 1Derive the implied learning from Stages 1 & 2

What are the big ideas?

What’s the evidence?

How will we get there?

Each element is found behind a menu tab when designing units

Understandings

Questions

ContentStandards

Knowledge & Skill

Task(s)

Rubric(s)

OtherEvidences

LearningPlan

Stage 1 Stage 2 Stage 3

Not necessary to fill in the template “in order”

There are many ‘doorways’ into successful design – you can start with...

– Content standards– Performance goals– A key resource or activity– A required assessment– A big idea, often misunderstood– An important skill or process– An existing unit or lesson to edit

Exchange features provide other entry points

You can –– Search for, find, and attach other

designers’ essential questions and understandings to your own unit

– Use the web links provided to find ideas on relevant sites for each design element

– Study exemplary units and adapt them to your own needs and interests

Misconception Alert:the work is non-linear

It 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 Stage

– The template “blueprint” is logical but the process is non-linear (think: home improvement!)

Establishing Curricular Priorities

Worth being familiar with

Important to know and do

©1998 Grant Wiggins and Jay McTigheWorth

Filters for Selecting Understandings

• Represent a big idea having enduring value beyond the classroom.

• Reside at the heart of the discipline (involve “doing” the subject).

• Require un-coverage (of abstract or often misunderstood ideas).

• Offer potential for engaging students.

Practically speaking, this means…

•Turning content standards and outcome statements into question form.

•Designing assignments and assessment that evoke possible answers

The Big Ideas• To determine the Big Ideas for

your unit or course, ask yourself…–Why? So what?–What is the “moral of the story”?–How is _____ applied in the world

beyond the classroom?–What couldn’t we do if we didn’t

understand _____?Avoid truisms, facts, definitions!

The big ideas provide a way to connect and recall knowledge

The Parallel postulate

S.A.S. Congruence

A2 + B2 = C2

Like rules of a game

Like Bill of Rights

Big Idea: A system

of many powerful inferences from a

small set of givens

“Big Ideas” are typically revealed via – –Core concepts–Focusing themes–On-going debates/issues–Insightful perspectives–Illuminating paradox/problem–Organizing theory–Overarching principle–Underlying assumption–(Key questions)–(Insightful inferences from facts)

Big Ideas in Literacy: Examples– Rational persuasion (vs. manipulation)– audience and purpose in writing– A story, as opposed to merely a list of events

linked by “and then…”– reading between the lines– writing as revision– a non-rhyming poem vs. prose– fiction as a window into truth– A critical yet empathetic reader– A writer’s voice

Some questions for identifying truly “big ideas”

– Does it have many layers and nuances, not obvious to the naïve or inexperienced person?

– Can it yield great depth and breadth of insight into the subject? Can it be used throughout K-12?

– Do you have to dig deep to really understand its subtle meanings and implications even if anyone can have a surface grasp of it?

– Is it (therefore) prone to misunderstanding as well as disagreement?

– Are you likely to change your mind about its meaning and importance over a lifetime?

– Does it reflect the core ideas as judged by experts?

You’ve got to go below the surface...

to uncover the really ‘big ideas.’

Stage 1 – Identify desired results.

Key: Focus on Big ideas– Enduring Understandings: What specific insights about

big ideas do we want students to leave with?– What essential questions will frame the teaching and

learning, pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content?

– What should students know and be able to do? – What content standards are addressed explicitly

by the unit?

The “big idea” of Stage 1:There is a clear focus in the unit on the big ideasImplications:– Organize content around key concepts– Show how the big ideas offer a purpose and rationale

for the student– You will need to “unpack” Content standards in many

cases to make the implied big ideas clear

From Big Ideas to Understandings about them

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

Essential Questions …• Have no simple ‘right answer; they are meant to

be argued and discussed (discovered, uncovered)• Designed to provoke and sustain inquiry• Often address the foundational or historical

issues of a subject• Lead to more questions• Naturally come back again when learning• Encourage ongoing re-thinking of big ideas,

assumptions, prior learning (transference…)• Could be overarching or topical

Essential questions• Are arguable-and important to argue

about.• Are at the heart of the subject.• Recur--and should recur--in professional

work, adult life, as well as in the classroom inquiry.

• Raise more questions-provoking and sustaining engaged inquiry.

• Often raise important conceptual or philosophical issues.

• Can provide purpose for learning.

Essential vs. leading Q’s• Essential

– Asked to be argued

– Designed to “uncover” new ideas, views, lines of argument

– Set up inquiry, heading to new understandings.

• Leading– Asked as a reminder, to

prompt recall

– Designed to “cover” knowledge

– Point to a single, straightforward fact-a rhetorical question

Some examples of Essential Questions

•Is there enough to go around (e.g., food, clothes, water)?

•Are mathematical ideas inventions or discoveries?

•Does art reflect culture or shape it?•Who owns what and why?•What do we fear?

Sample Essential Questions:– Who are my true friends - and how do I know

for sure?– How “rational” is the market?– Does a good read differ from a ‘great book’?

Why are some books fads, and others classics? – To what extent is geography destiny? – Should an axiom be obvious? – How different is a scientific theory from a

plausible belief?– What is the government’s proper role?

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Big Picture of a Design ApproachKEY DESIGNQUESTION

DESIGNCONSIDERATIONS

FILTERS(DESIGN CRITERIA)

WHAT THE FINAL DESIGN ACCOMPLISHES

Stage 1: What is worthy and requiring of understanding?

DepEd standardInstitution StandardTeacher expertise and interest

Enduring ideas.Opportunities for authentic, discipline-based work. Uncoverage. Engaging.

Unit framed around enduring understandings and essential questions

Stage 2: What is evidence of understanding?

Six facets of understanding. Continuum of assessment types.

Valid. Reliable. Sufficient. Authentic work. Feasible. Student friendly

Unit anchored in credible and educationally vital evidence of the desired understandings.

Stage 3: What learning experiences & teaching promote understanding, interest, and excellence?

Research based repertoire of learning & teaching strategies.Essential & enabling knowledge & skill.

WHEREWhere is it going?Hook the students.Explore & equip.Rethink & revise.Exhibit & evaluate.

Coherent learning experiences & teaching that will evoke & develop the desired understandings, promote interest & make excellent performance more likely.

Six Facets of Understanding•Can explain•Can interpret•Can apply•Has perspective•Can empathize•Has self-knowledge

Facet 1: ExplanationDefinition “sophisticated and apt explanations and theories,

which provide knowledgeable and justified accounts of events, actions, and ideas.” (Wiggins & McTighe,1998)

What does this mean? A student who understands can explain. To

explain is to provide thorough, supported, and justifiable evidence and argument. Student who are able to explain can make predictions, ask key questions, provide insights and identify the “big idea”.

Facet 2: InterpretationDefinition “interpretations, narratives, and

translations that provide meaning.” (Wiggins & McTighe, 1998)

What does this mean? A student who understands can interpret.

To interpret is to tell meaningful stories that offer various translations; providing background knowledge to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models.

Facet 3: ApplicationDefinition “ability to use knowledge effectively in new

situations and diverse contexts. (Wiggins & McTighe, 1998)

What does this mean? A student who understands can apply

effectively. Students use and adapt what is known in various contexts. Students are able to adjust as they understand.

Facet 4: PerspectiveDefinition “critical and insightful points of veiw.”

(Wiggins & McTighe,1998)

What does this mean? A student who understands has

perspective. Perspective is when a student can see and hear points of view through critical eyes and ears; know the limits and the worth of an idea; can see the big picture.

Facet 5: EmpathyDefinition “the ability to get inside another person’s

feelings and worldview.” (Wiggins & McTighe,1998)

What does this mean? A student needs to empathize to understand.

To empathize is to find value in another’s situation or idea; assume that an odd idea may contain worthwhile insights; see incomplete or incorrect elements of ideas; explain misconceptions viewed by others.

Facet 6: Self-KnowledgeDefinition“the wisdom to know one’s ignorance

and how one’s patterns of thought and action inform as well as prejudice understanding.” (Wiggins & McTighe,1998)

What does this mean?Self-Knowledge is the ability to perceive

the personal style, prejudices and get beyond them; recognize strengths and weaknesses; question ones own ideas; accept feedback from others. 

Rubric for the Six Facets of Understanding

•Criteria for each facet:–Explanation –accurate–Interpretation –meaningful–Application –effective–Perspective –credible–Empathy –sensitive–Self-knowledge-self-aware

What the Facets Imply for Unit Design

•Uncoverage vs. coverage:–Text is resource vs. text is

syllabus.–Main ideas suggest the kinds of

performances vs. assessment is viewed as a test based on text.

Two Different ApproachesThinking like an Assessor Thinking like an Activity Designer

What would be sufficient and revealing evidence of understanding?

What would be interesting and engaging activities on this topic?

What performance tasks must anchor the unit and focus the instructional work?

What resources and materials are available on the topic?

How will I be able to distinguish between those who really understand and those who don’t (though they may seem to)?

What will students be doing in and out of class? What assignments will be given?

Against what criteria will I distinguish work?

How will I give students a grade (and justify it to their parents)

What misunderstandings are likely? How will I check for those?

Did the activities work? Why or why not?

Implications for Teaching

Acquisition of Organized Knowledge

Development of Intellectual Skills

Enlarged Understanding of Ideas and Values

Didactic Instruction Coaching, Exercises, and Supervised Practice

Socratic Questioning and Active Participation

Design Standards are Important•Helps us understand:–What is worthy of understanding in this

unit?–What counts as evidence that students

really understand and can use what we’re teaching?

–What knowledge and skills must we teach to enable them to apply their knowledge in meaningful ways?

Ideally…

• Units would be reviewed with others in a peer review process.

• Units would be documented with all the information including handouts required and exemplars.

• Units would be made available to share.

A Process, not an Event

•Takes place over time –3 to 5 years minimum.

•Can adapt any or all of these perspectives and incorporate others.

•Emphasis on student understanding is key.

Stage 2 – Assessment Evidence

Template fields ask:– 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 will be used to assess complex performance?

The big ideafor Stage 2

The evidence should be credible & helpful. Implications: the assessments should –

– Be grounded in real-world applications, supplemented as needed by more traditional school evidence

– Provide useful feedback to the learner, be transparent, and minimize secrecy

– Be valid, reliable - aligned with the desired results of Stage 1 (and fair)

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

Reliability: Snapshot vs. Photo Album

We need patterns that overcome inherent measurement error

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

Big Ideas Worth

understanding

Important to know& do

Worth beingFamiliar with

Assessment types

Traditional quizzes& tests

•paper/pencil•selected-response•constructed response

Performance tasks& projects

•open-ended•complex•authentic

For Reliability & Sufficiency:Use a Variety of Assessments

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

Some key understandings about assessment

The only way to assess for understanding is via contextualized performance - “applying” in the broadest sense our knowledge and skill, wisely and effectively• Performance is more than the sum of the

drills: using only conventional quizzes and tests is insufficient and as misleading as relying only on sideline drills to judge athletic performance ability for example.

Scenarios for Authentic Tasks

• Build assessments anchored in authentic tasks using GRASPS:– G-What is the Goal in the scenario?– R-What is the Role?– A-Who is the Audience?– S-What is your Situation (context)?– P-What is the Performance challenge?– S-By what Standards will work be judged in the

scenario?

Stage 3 big idea:

EFFECTIVE

and

ENGAGING

Stage 3-Plan learning experience and instruction

• A focus on engaging and effective learning, “designed in”– What learning experiences and instruction

will promote the desired understanding, knowledge and skill?

– How will you best promote the deepening of insight and interest?

– How will you prepare students for the performance(s)?

Stage 3 – Plan Learning Experiences & Instruction

A 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?

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?

WHE

E

R

TO

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