Understanding by Understanding by DesignDesign

An OverviewAn Overview

byby

Eduardo M. Valerio, Ph.D.Eduardo M. Valerio, Ph.D.

The AuthorsThe Authors

Grant WigginsGrant WigginsGrant Wiggins, Ed.D., is the President and Director of Programs for Relearning by Design, a not-for-profit educational organization in Pennington, NJ.

The AuthorsThe Authors

Jay McTigheJay McTighe

Jay McTighe provides consulting Jay McTighe provides consulting services to schools, districts, regional services to schools, districts, regional service agencies and state departments service agencies and state departments of education. He is an experienced of education. He is an experienced educator and noted author who also educator and noted author who also makes effective presentations at makes effective presentations at conferences.conferences.

http://www.jaymctighe.com/probio.htmlhttp://www.jaymctighe.com/probio.html

Using WHEREUsing WHERE

Designing lessons “backward” from Designing lessons “backward” from standards…standards…

Using Using WWHEREHERE

Using Using WWHEREHERE

““W” stands for students knowingW” stands for students knowing WWhere they are heading, here they are heading, WWhy they are heading there, hy they are heading there, WWhat they know, hat they know, WWhere they might go wrong in the here they might go wrong in the

process, and process, and WWhat is required of them.hat is required of them.

Using WUsing WHHEREERE

HH stands for stands for HHooking the students on the topic of ooking the students on the topic of

study study

Using WHUsing WHEERERE

EE stands for students stands for students EExploring and xploring and EExperiencing ideas and being xperiencing ideas and being EEquipped with the necessary quipped with the necessary

understanding to master the understanding to master the standard being taught. standard being taught.

Using WHEUsing WHERREE

RR stands for providing opportunities for stands for providing opportunities for students to students to

RRehearse, ehearse, RRevise, and evise, and RRefine their work. efine their work.

Using WHERUsing WHEREE

EE stands for student stands for student EEvaluationvaluation

Resource: Resource: http://www.siskiyous.edu/shasta/les/back.htmhttp://www.siskiyous.edu/shasta/les/back.htmBackwards Design from Standards to Lesson PlansBackwards Design from Standards to Lesson Plans

Also available on course homepage: Also available on course homepage: Course Info, Current Semester, Articles for LANG 313, Course Info, Current Semester, Articles for LANG 313, Understanding by Design Articles and Resource Links, Understanding by Design Articles and Resource Links,

Using WHERE to Create Lesson PlansUsing WHERE to Create Lesson Plans

Backward design is…Backward design is…

Compatible with other programs or Compatible with other programs or approaches and should be approaches and should be considered a framework that can be considered a framework that can be used to assist teachers in designing used to assist teachers in designing or redesigning teaching materials to or redesigning teaching materials to enhance learning understanding.enhance learning understanding.

Stages of Backward DesignStages of Backward Design

IdentifyIdentify Stage Stage 11

desireddesired

resultsresults

Stages of Backward DesignStages of Backward Design

DetermineDetermine Stage Stage 22

acceptableacceptable

evidenceevidence

Stages of Backward DesignStages of Backward Design

Stage Stage 33

Plan learning Plan learning experiencesexperiences

and instructionand instruction

Thinking through Stage 1Thinking through Stage 1

First, decide the field of

possible content

(topics, skills, and resources)

valuable for study

Thinking through Stage 1Thinking through Stage 1

Sharpen choices to

specify important knowledge students

must know…

Thinking through Stage 1Thinking through Stage 1

Big ideas and important

understandings that students should retain beyond the details they

studied

Anchors…

Filtering Decisions in Stage 1Filtering Decisions in Stage 1

Does the idea, topic or process Does the idea, topic or process represent a “big idea” (endures represent a “big idea” (endures beyond the details)beyond the details)

……Can you relate your idea, topic or Can you relate your idea, topic or process that will “anchor” it to process that will “anchor” it to something meaningful?something meaningful?

BIG IDEA

Filtering Decisions in Stage 1Filtering Decisions in Stage 1

Does the idea, topic or process Does the idea, topic or process reside at the heart of the discipline? reside at the heart of the discipline? (relevance, authenticity, centrality)(relevance, authenticity, centrality)

Filtering Decisions in Stage 1Filtering Decisions in Stage 1

To what extent does the idea, topic To what extent does the idea, topic or process require “uncoverage?” or process require “uncoverage?” (Additional information or (Additional information or background to avoid misconceptions background to avoid misconceptions or errors in thinking)or errors in thinking)

(bullfighting)(bullfighting)

Filtering Decisions in Stage 1Filtering Decisions in Stage 1

To what extent does the idea, topic To what extent does the idea, topic or process offer potential for or process offer potential for engaging students?engaging students?

Bring textbook study to life through Bring textbook study to life through inquiry, simulation, debate or other inquiry, simulation, debate or other kinds of inherently engaging kinds of inherently engaging experiences.experiences.

Filtering Decisions in Stage 1Filtering Decisions in Stage 1

To what extent does the idea, topic To what extent does the idea, topic or process offer potential for or process offer potential for engaging students?engaging students?

Consider moving away from the Consider moving away from the textbook—using it to guide content textbook—using it to guide content or topics, but not “following” the or topics, but not “following” the textbook and the exercises as a textbook and the exercises as a prescription for language learning.prescription for language learning.

Filtering Decisions in Stage 1Filtering Decisions in Stage 1

To what extent does the idea, topic To what extent does the idea, topic or process offer potential for or process offer potential for engaging students?engaging students?

Design lessons to provoke student Design lessons to provoke student interest by asking questions, interest by asking questions, discussing issues or problems.discussing issues or problems.

Filtering Decisions in Stage 1Filtering Decisions in Stage 1

To what extent does the idea, topic To what extent does the idea, topic or process offer potential for or process offer potential for engaging students?engaging students?

Design one question or discussion to Design one question or discussion to serve as a gateway to other ideas or serve as a gateway to other ideas or topics.topics.

Filtering Decisions in Filtering Decisions in Stage 2Stage 2

Determine Acceptable EvidenceDetermine Acceptable Evidence How will we know if students have How will we know if students have

achieved the desired results and met achieved the desired results and met the standards?the standards?

What will we accept as evidence of What will we accept as evidence of student understanding and student understanding and proficiency?proficiency?

Filtering Decisions in Filtering Decisions in Stage 2Stage 2

Determine Acceptable EvidenceDetermine Acceptable Evidence Think in terms of the Think in terms of the

collected assessment evidencecollected assessment evidence——not just content to be covered or a not just content to be covered or a series of learning activities…series of learning activities…

Filtering Decisions in Filtering Decisions in Stage 2Stage 2

Determine Acceptable EvidenceDetermine Acceptable Evidence

Continuum of Assessment Methods…Continuum of Assessment Methods… Informal checks for understandingInformal checks for understanding Observation/DialogueObservation/Dialogue Quiz/TestQuiz/Test Academic Prompt (Academic Prompt (stimulates critical thinking…stimulates critical thinking…)) Performance task/ProjectPerformance task/Project

Filtering Decisions in Filtering Decisions in Stage 2Stage 2

Determine Acceptable EvidenceDetermine Acceptable Evidence

Use assessments appropriately to Use assessments appropriately to evaluate student achievement evaluate student achievement among the three levels of instruction among the three levels of instruction in Stage 1in Stage 1

See Chapter 1 figure 1.5See Chapter 1 figure 1.5http://www.ascd.org/portal/site/ascd/template.chapter/menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?chapterMgmtId=4188fa36dfcaff00VgnVCM1000003d01a8c0RCRDhttp://www.ascd.org/portal/site/ascd/template.chapter/menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?chapterMgmtId=4188fa36dfcaff00VgnVCM1000003d01a8c0RCRD

Filtering Decisions in Filtering Decisions in Stage 3Stage 3

Plan Learning Experiences and InstructionPlan Learning Experiences and Instruction

Once clearly identified results have been Once clearly identified results have been identified (enduring understanding and identified (enduring understanding and appropriate evidence), consider how to appropriate evidence), consider how to plan instructional activities to produce plan instructional activities to produce learner language skills and cultural learner language skills and cultural understanding that can be demonstrated.understanding that can be demonstrated.

Filtering Decisions in Filtering Decisions in Stage 3Stage 3

Plan Learning Experiences and Plan Learning Experiences and InstructionInstruction

What enabling knowledge (facts, What enabling knowledge (facts, concepts, and principles) and skills concepts, and principles) and skills (procedures) will students need to (procedures) will students need to perform effectively to achieve perform effectively to achieve desired results?desired results?

Filtering Decisions in Filtering Decisions in Stage 3Stage 3

Plan Learning Experiences and Plan Learning Experiences and InstructionInstruction

What activities will equip students What activities will equip students with needed knowledge and skills?with needed knowledge and skills?

Filtering Decisions in Filtering Decisions in Stage 3Stage 3

Plan Learning Experiences and Plan Learning Experiences and InstructionInstruction

What will need to be taught and What will need to be taught and coached, and how should it best be coached, and how should it best be taught, in light of performance goals?taught, in light of performance goals?

Filtering Decisions in Filtering Decisions in Stage 3Stage 3

Plan Learning Experiences and Plan Learning Experiences and InstructionInstruction

Is the overall design coherent and Is the overall design coherent and effective?effective?

Big Picture of a Design ApproachBig Picture of a Design Approach

Key Design Key Design QuestionQuestion

Design Design ConsideratioConsideratio

nsns

Filters Filters (Design (Design Criteria)Criteria)

What the What the Final Design Final Design AccomplisheAccomplishe

ss

Stage 1Stage 1What What content is content is worthy?worthy?

National National and State and State Standards…Standards…

Enduring Enduring ideasideas

AuthenticAuthentic

Relevant…Relevant…

Unit framed Unit framed around around worthy worthy knowledge…knowledge…

Stage 2Stage 2

What is What is evidence?evidence?

Six facets of Six facets of understandinunderstandingg

Continuum Continuum of of

Valid. Valid. Reliable. Reliable. Sufficient. Sufficient. Authentic…Authentic…

Unit Unit anchored in anchored in credible credible evidence of evidence of ……

Stage 3Stage 3

What What learning learning experiencesexperiences……

Research-Research-based based repertoire…repertoire…

WHEREWHERE

Hook the Hook the students…students…

Coherent Coherent learning learning experiencesexperiences……

Big Picture of a Design ApproachBig Picture of a Design Approach

The complete graphic for this table is The complete graphic for this table is available at the end of Chapter Two available at the end of Chapter Two in in Understanding by DesignUnderstanding by Design

As you scroll down, review all the As you scroll down, review all the figures up to this point…figures up to this point…

http://www.ascd.org/portal/site/ascd/template.chapter/menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?chapterMgmtId=4188fa36dfcaff00VgnVCM100000http://www.ascd.org/portal/site/ascd/template.chapter/menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?chapterMgmtId=4188fa36dfcaff00VgnVCM1000003d01a8c0RCRD3d01a8c0RCRD

GoalGoal

Work to develop Work to develop understandingunderstanding, , which is fundamentally different from which is fundamentally different from knowledge and skill.knowledge and skill.

You can use these principles to guide You can use these principles to guide you into effective unit building and you into effective unit building and directing curriculum elements toward directing curriculum elements toward greater learning and student greater learning and student engagementengagement

Integrated Performance Integrated Performance AssessmentAssessment

Interpretive TaskInterpretive Task (Feedback)(Feedback)

Interpersonal TaskInterpersonal Task (Feedback)(Feedback)

Presentational TaskPresentational Task (Feedback)(Feedback)

Integrated Performance Integrated Performance AssessmentAssessment

This type of effective “backward This type of effective “backward design” teaching plan is described in design” teaching plan is described in the Annenberg Library video on the Annenberg Library video on Assessment Strategies (#3) …Assessment Strategies (#3) …

http://www.learner.org/resources/series185.htmlhttp://www.learner.org/resources/series185.html

End of presentationEnd of presentation