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8/14/2019 Ubd Sharing

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UNDERSTANDINGUNDERSTANDINGBY DESIGNBY DESIGN

(UNDERSTANDING(UNDERSTANDING

BACKWARDBACKWARDDESIGN)DESIGN)
http://www.uoregon.edu/~healarts/studies/context/index.htmlhttp://www.uoregon.edu/~healarts/studies/context/index.htmlhttp://www.uoregon.edu/~healarts/studies/context/index.htmlhttp://www.uoregon.edu/~healarts/studies/context/index.htmlhttp://www.uoregon.edu/~healarts/studies/context/index.htmlhttp://www.uoregon.edu/~healarts/studies/context/index.htmlhttp://www.uoregon.edu/~healarts/studies/context/index.htmlhttp://www.uoregon.edu/~healarts/studies/context/index.htmlhttp://www.uoregon.edu/~healarts/studies/context/index.htmlhttp://www.uoregon.edu/~healarts/studies/context/index.htmlhttp://www.uoregon.edu/~healarts/studies/context/index.html


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MRS. ESTELITA V.MRS. ESTELITA V.

LLANITALLANITALasallian Master TeacherLasallian Master Teacher

August 2009August 2009


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UBD
http://www.uoregon.edu/~healarts/studies/context/index.htmlhttp://www.uoregon.edu/~healarts/studies/context/index.htmlhttp://www.uoregon.edu/~healarts/studies/context/index.html


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Theauthors
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Grant Wiggins andGrant Wiggins andJay McTigheJay McTighe
http://www.uoregon.edu/~healarts/studies/context/index.htmlhttp://www.uoregon.edu/~healarts/studies/context/index.htmlhttp://www.uoregon.edu/~healarts/studies/context/index.htmlhttp://www.uoregon.edu/~healarts/studies/context/index.htmlhttp://www.uoregon.edu/~healarts/studies/context/index.html


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Jay McTighe


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Grant Wiggins


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BIG IDEA?????BIG IDEA?????What about the BIG IDEA?What about the BIG IDEA?


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What is the enduringidea?


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What will theyWhat will they

remember aboutremember aboutthe topic in fivethe topic in fiveyears?years?


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Understanding by Design by Wiggins and McTighe: A summaryIn "Understanding by Design," Wiggins and McTighe (1998) lay out aconceptual framework for instructional designers.

Two of their biggest contributions

are:The "backwards design"

instructional design modelThe "Six Facets of Understanding"


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6 facets of 6 facets of understandiunderstandi

ngng


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explainexplain provideprovidethorough andthorough and

justifiable accounts justifiable accountsof phenomena,of phenomena,facts, and datafacts, and data


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interpretinterpret tell meaningful tell meaningful

stories, offer apt translations,stories, offer apt translations,provide a revealing historical orprovide a revealing historical orpersonal dimension to ideaspersonal dimension to ideasand events; make subjectsand events; make subjectspersonal or accessible throughpersonal or accessible through

images, anecdotes, analogies,images, anecdotes, analogies,and modelsand models


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applyapply

effectively use andeffectively use andadapt what theyadapt what theyknow in diverseknow in diversecontextscontexts


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6 facets of 6 facets of

understandingunderstanding1. have1. have

perspectiveperspective see seeand hear points of and hear points of

view through criticalview through criticaleyes and ears; seeeyes and ears; see

the big picturethe big picture


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2. empathize2. empathize find findvalue in what othersvalue in what othersmight find odd, alien, ormight find odd, alien, orimplausible; perceiveimplausible; perceive

sensitively on the basis of sensitively on the basis of prior indirect experienceprior indirect experience


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. have self-knowledge. have self-knowledge

perceive the personal style,perceive the personal style,prejudices, projections, andprejudices, projections, andhabits of mind that both shapehabits of mind that both shapeand impede our ownand impede our ownunderstanding; they are awareunderstanding; they are aware

of what they do not understandof what they do not understandand why understanding is soand why understanding is so

hardhard


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Backwards DesignBackwards Design

The backwards design model centers on The backwards design model centers onthe idea that the design process shouldthe idea that the design process shouldbegin with identifying the desired resultsbegin with identifying the desired results

and then "work backwards" to developand then "work backwards" to developinstruction rather than the traditionalinstruction rather than the traditionalapproach which is to define what topicsapproach which is to define what topicsneed to be covered. Their frameworkneed to be covered. Their framework

identifies three main stages:identifies three main stages:
http://www.uoregon.edu/~healarts/studies/context/index.html


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BIGIDEA


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The middle circle represents the field of content for

the unit being taught.

Important knowledge including facts, concepts,

principles and skills (processes,strategies, and methods) are addressed in this circle.

The question what should all students know and beable to do as a result of the unit should be askedwhen referring to this circle .


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The outer circle represents the knowledge that thestudents should be familiar with in order to complete

the unit of study.

The students will study this material during the unit

and use this content, but it is unlikely that it will beemphasized beyond the unit.


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The outer circle represents the knowledge that thestudents should be familiar with in order to complete

the unit of study.

The students will study this material during the unit

and use this content, but it is unlikely that it will beemphasized beyond the unit.


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The inner most circle represents the "enduring"understandings that will

anchor the unit.

The term "enduring" refers to acquiring a deep understandingof big ideas, abstract concepts, and essential questions withinkey curricular areas that students will revisit throughout their

school career.


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ESSENTIALQUESTIONS


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UBD PRIMER

SIGNIFICANT IDEAS
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Significant ideasSignificant ideas

( handouts will cover it)( handouts will cover it)

b k d d i


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backward designtemplate

Identify Desired Results

What overarching understandings are

desired?

What are the

overarching "essential"questions?

What will students understand as a resultof this unit?

What "essential" and"unit" questions willfocus this unit?


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process
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1. Identify desired results

2. Determine acceptableevidence3. Plan learning experiences and

instruction
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1.1.

Identify desired resultsIdentify desired results

What should students know, understand, and beable to do?

What is worthy of understanding?

What enduring understandings are desired? Consider goals Examine content standards (district, state & nat.) Review curriculum

Expectations Teacher/students interests
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2. Determine acceptable evidence2. Determine acceptable evidence How will we know if students have

achieved the desired results and metthe standards?

What will we accept as evidence of student understanding andproficiency?
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2. Determine acceptable evidence2. Determine acceptable evidence Consider a range of assessment

methods informal and formal

assessments during a unit , Think like assessors before designingspecific units and lessons to

determine how/whether students haveattained desired understanding
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3. Plan learning experiences and3. Plan learning experiences andinstructioninstruction

What enabling knowledge (facts,

concepts, and principles) andskills( procedures) will studentsneed to perform effectively andachieve desired results?
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3. Plan learning experiences andinstruction

What activities will equip studentswith the needed knowledge andskills?

What will need to be taught andcoached, and how should it best betaught in light of performance goals?
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3. Plan learning experiences andinstruction

What materials and resourcesare best suited to accomplishthese goals?

Is the overall design coherentand effective?
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