adapted from the work and wisdom of grant wiggins & jay mctighe, ubd 08/2002 understanding by...
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Understanding by Design
the ‘big ideas’of UbD
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of (“Backward”) Design
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Overarching understandings
Knowledge and skill to be acquired
Essential Questions
Understanding by Design Template
The UBD template embodies the 3 stages of “Backward Design”
The DDN Curriculum site provides an easy mechanism for exchange of ideas.
You’ve got to go below the surface...
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
to uncover the really ‘big ideas.’
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design, elaborated
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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?
U
K
Q
CS
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design: Stage 2
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design: Stage 3
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Stage 3 big idea:
EFFECTIVE
and
ENGAGING