UnderstandinUnderstanding By Designg By Design

Online ModuleOnline ModuleAdapted from Understanding By Adapted from Understanding By

Design Expanded 2Design Expanded 2ndnd Edition Grant Edition Grant Wiggins and Jay McTigueWiggins and Jay McTigue

Why UbD?Why UbD? It provides a logic of curricular design that is tied It provides a logic of curricular design that is tied

to interesting and applicable knowledge and to interesting and applicable knowledge and understandings for your students.understandings for your students.

It does not matter at what entry point you begin It does not matter at what entry point you begin the design as long as it is coherent by the final the design as long as it is coherent by the final draft.draft.

Allows you to add the big ideas from your content Allows you to add the big ideas from your content area to your teaching practice.area to your teaching practice.

Think about why you love your content area. I sure Think about why you love your content area. I sure it is not because of the vocabulary. The ideas are it is not because of the vocabulary. The ideas are what matters.what matters.

What are the goals?What are the goals?

To create understanding of topics in your classroom.To create understanding of topics in your classroom. Those understandings should be the focus of your Those understandings should be the focus of your

unit , not just knowledge. unit , not just knowledge. Students should be able to transfer their Students should be able to transfer their

understandings of their topics to other areas of their understandings of their topics to other areas of their lives. lives.

Allow students to analyze, experience and apply Allow students to analyze, experience and apply information in a variety of ways. information in a variety of ways.

What is the difference between knowledge and What is the difference between knowledge and understanding? understanding?

Knowledge vs. Knowledge vs. UnderstandingUnderstanding

Knowledge- The facts, a body of coherent facts, Knowledge- The facts, a body of coherent facts, verifiable claims, right or wrong, I know verifiable claims, right or wrong, I know something to be true, I respond on cue with something to be true, I respond on cue with what I know.what I know.

Understanding- The meaning of the facts, the Understanding- The meaning of the facts, the “theory” that provides coherence and the “theory” that provides coherence and the meaning to those facts, fallible, in process meaning to those facts, fallible, in process theories, a matter of degree or sophistication, I theories, a matter of degree or sophistication, I understand why it is, what makes it knowledge, I understand why it is, what makes it knowledge, I judge when to and when not to use what I know judge when to and when not to use what I know

The Importance of The Importance of UnderstandingUnderstanding

Understand(ing) is both a noun and a verb. Understand(ing) is both a noun and a verb. To understand a topic or subject is to be able to use or To understand a topic or subject is to be able to use or

apply knowledge and skills wisely and effectively.apply knowledge and skills wisely and effectively. An understanding is the successful result of trying to An understanding is the successful result of trying to

understand- the resultant grasp of an unobvious idea understand- the resultant grasp of an unobvious idea that makes meaning of many discrete pieces of that makes meaning of many discrete pieces of knowledge. knowledge.

The goal is for the learner to be able to take random The goal is for the learner to be able to take random pieces of knowledge that have no larger meaning, to pieces of knowledge that have no larger meaning, to come to see them as part of a larger and more come to see them as part of a larger and more meaningful system through purposeful curricular meaningful system through purposeful curricular planning of experiences. planning of experiences.

Let’s Start PlanningLet’s Start Planning

As a reminder UbD is created to be started at any As a reminder UbD is created to be started at any point of the template or idea. The key though is point of the template or idea. The key though is to use the Essential Questions (EQ) and Enduring to use the Essential Questions (EQ) and Enduring Understandings (EU) to guide the unit to its Understandings (EU) to guide the unit to its natural conclusion with a final assessment. natural conclusion with a final assessment.

Keep the end in mind!Keep the end in mind! What is important to you when planning a unit? What is important to you when planning a unit?

How do you decide what goes into the unit plan? How do you decide what goes into the unit plan? See Figure 3.3 Clarifying Content Priorities for a See Figure 3.3 Clarifying Content Priorities for a graphic organizer. graphic organizer.

6 Facets of 6 Facets of UnderstandingUnderstanding

Throughout your unit students should Throughout your unit students should experience and engage in these facets of experience and engage in these facets of understanding to help build power of ideas understanding to help build power of ideas that are central to the unit plan. that are central to the unit plan.

By the end your students should be able to By the end your students should be able to explain, interpret, apply, have perspective, explain, interpret, apply, have perspective, can empathize, and have self knowledge. can empathize, and have self knowledge.

Let’s look at an overview of each facet. Let’s look at an overview of each facet.

Explain and InterpretExplain and Interpret

Explain- though generalizations or principals, Explain- though generalizations or principals, providing justified and systemic accounts of providing justified and systemic accounts of phenomena, facts, and data; make insightful phenomena, facts, and data; make insightful connections and provide illuminating examples connections and provide illuminating examples or illustrations. or illustrations.

Interpret- tell meaningful stories; offer apt Interpret- tell meaningful stories; offer apt translations; provide a revealing historical or translations; provide a revealing historical or personal dimension to ideas and events; make personal dimension to ideas and events; make the object of understanding personal or the object of understanding personal or accessible through images, anecdotes, analogies, accessible through images, anecdotes, analogies, and models.and models.

Apply, Perspective, Apply, Perspective, EmpathyEmpathy

Apply- Effectively use and adapt what we know Apply- Effectively use and adapt what we know in diverse and real contexts- we can “do the in diverse and real contexts- we can “do the subject.subject.

Have Perspective- see and hear points of view Have Perspective- see and hear points of view though critical eyes and ears; see the big though critical eyes and ears; see the big picture.picture.

Can Empathize- find value in what others might Can Empathize- find value in what others might find odd, alien, or implausible; perceive find odd, alien, or implausible; perceive sensitively on the basis of prior direct sensitively on the basis of prior direct experience. experience.

Self KnowledgeSelf Knowledge

Have Self Knowledge- show metacognitive Have Self Knowledge- show metacognitive awareness; perceive the personal style, prejudices, awareness; perceive the personal style, prejudices, projections, and habits of mind that both shape and projections, and habits of mind that both shape and impede our own understanding; are aware of what we impede our own understanding; are aware of what we do not understand; reflect on the meaning of learning do not understand; reflect on the meaning of learning and experience. (Wiggins and McTigue, 84)and experience. (Wiggins and McTigue, 84)

Clearly each of the facets will not happen in each Clearly each of the facets will not happen in each lesson , but thinking about how you can provide your lesson , but thinking about how you can provide your students with these understanding can shape the students with these understanding can shape the direction of your planning. There more that can be direction of your planning. There more that can be incorporated the stronger the understanding will be incorporated the stronger the understanding will be for your students. for your students.

Stage OneStage OneSetting the StageSetting the Stage

Established GoalsEstablished Goals

In this section of the template you can fill in In this section of the template you can fill in any relevant state standards or objectives any relevant state standards or objectives you will use throughout your unit.you will use throughout your unit.

Refer to Figure 3.2: Unpacking Standards Refer to Figure 3.2: Unpacking Standards for a graphic organizer that explains how to for a graphic organizer that explains how to utilize the language of the standards to utilize the language of the standards to help identify Big Ideas and Real World help identify Big Ideas and Real World Performance tasks that can jump start your Performance tasks that can jump start your thinking about the unit plan. thinking about the unit plan.

Essential QuestionsEssential Questions For your unit there should be no more than 2-3 For your unit there should be no more than 2-3

Essential Questions that are being focused on. It is Essential Questions that are being focused on. It is fine to create one solid question that guides the unit. fine to create one solid question that guides the unit. The emphasis should not be on quantity but quality. The emphasis should not be on quantity but quality. THE LANGUAGE MUST BE STUDENT FRIENDLY!THE LANGUAGE MUST BE STUDENT FRIENDLY!

The questions CANNOT have a clear answer to it. It The questions CANNOT have a clear answer to it. It should be highly debatable and allow the students to should be highly debatable and allow the students to create their own understanding of the topic to create their own understanding of the topic to answer it. answer it.

Hint: After you create an Essential Question- try to Hint: After you create an Essential Question- try to answer it. If you can answer it simply then it is not answer it. If you can answer it simply then it is not an essential question. Look again at how you can an essential question. Look again at how you can change the wording to open the concept up. change the wording to open the concept up.

EQ ContinuedEQ Continued

It is better to make your question broad, It is better to make your question broad, than too narrow and specified to a set than too narrow and specified to a set group of knowledge. group of knowledge.

EQ’s can be divided into Overarching or EQ’s can be divided into Overarching or Topical Groupings. Topical Groupings.

Examples: Examples: Overarching- What are common factors in the Overarching- What are common factors in the

rise and fall of powerful nations?rise and fall of powerful nations? Topical- Why did the Roman Empire Collapse?Topical- Why did the Roman Empire Collapse?

EQ ContinuedEQ Continued Overarching EQ’s allow for greater transfer of Overarching EQ’s allow for greater transfer of

knowledge through multiple topics. For instance knowledge through multiple topics. For instance of the take the questions of “Is war ever of the take the questions of “Is war ever justified?” that theme is something that can be justified?” that theme is something that can be revisited under different time periods and points revisited under different time periods and points of view. Think about the difference between how of view. Think about the difference between how the Revolutionary War and the Vietnam War the Revolutionary War and the Vietnam War might bring very different sets of knowledge might bring very different sets of knowledge towards answering this question. towards answering this question.

Topical EQ’s allow for a smaller more focused look Topical EQ’s allow for a smaller more focused look at specific curricular points. at specific curricular points.

For more information see: For more information see: http://www.authenticeducation.org/bigideas/article.lasso?artId=53

Enduring Enduring UnderstandingsUnderstandings

Think about the ideas that your essential Think about the ideas that your essential question is based on? What information or question is based on? What information or basic understanding will your students have basic understanding will your students have to master in order to create an answer to to master in order to create an answer to your question. your question.

Finish the sentence: “Student’s should Finish the sentence: “Student’s should understand that…”understand that…”

The the understanding should be phrased as The the understanding should be phrased as full sentence generalizations of propositions. full sentence generalizations of propositions.

EU ExampleEU Example

If the topic is about the Civil War some new If the topic is about the Civil War some new curriculum writers might say that their EU is that curriculum writers might say that their EU is that they want their students to understand the Civil they want their students to understand the Civil War. That is NOT an EU. War. That is NOT an EU.

Keep digging…Keep digging… A good example would be: I want them to A good example would be: I want them to

understand that there are several and interrelated understand that there are several and interrelated causes to the Civil War- the morality of slavery, causes to the Civil War- the morality of slavery, fundamentally different views about the role of the fundamentally different views about the role of the federal government, dissimilarities of regional federal government, dissimilarities of regional economies, and clash of cultures.economies, and clash of cultures.

EU ContinuedEU Continued

That EU provides the types of knowledge That EU provides the types of knowledge students need to master in order to engage in students need to master in order to engage in the answering of the EQ. It is not too broad or the answering of the EQ. It is not too broad or too narrow, it provides a nice roadmap of what too narrow, it provides a nice roadmap of what needs to be understood. needs to be understood.

EU’s should be fairly proportional to the amount EU’s should be fairly proportional to the amount of EQ’s your unit should have. If you start seeing of EQ’s your unit should have. If you start seeing too many understandings then you know that too many understandings then you know that you are not being specific about the grouping of you are not being specific about the grouping of knowledge needed to answer your questions. knowledge needed to answer your questions.

EU ContinuedEU Continued Just like with EQ’s there can be overarching and topical Just like with EQ’s there can be overarching and topical

EU’s.EU’s. Overarching EU: In a free market economy, price is a Overarching EU: In a free market economy, price is a

function of demand versus supply.function of demand versus supply. Topical EU: A baseball card’s worth depends on who wants Topical EU: A baseball card’s worth depends on who wants

it, not just the condition or the number of similar ones it, not just the condition or the number of similar ones available.available.

MAKE SURE THE EU IS IN STUDENT FRIENDLY LANGUAGE!MAKE SURE THE EU IS IN STUDENT FRIENDLY LANGUAGE! For a template to help guide your thought process see For a template to help guide your thought process see

Figure 6.3: Identifying Essential Questions and Figure 6.3: Identifying Essential Questions and UnderstandingUnderstanding

KnowledgeKnowledge Once you have the essential questions and Once you have the essential questions and

enduring understandings planned out it is now enduring understandings planned out it is now time to start plugging in the pieces of time to start plugging in the pieces of knowledge you students will know at the end of knowledge you students will know at the end of the unit. the unit.

This is where you go to your specific content This is where you go to your specific content knowledge pieces and identify what type of knowledge pieces and identify what type of knowledge will help your students to answer knowledge will help your students to answer the EQ and develop the mastery of the EU. the EQ and develop the mastery of the EU.

Use the question prompts in the one page Use the question prompts in the one page template to get started. template to get started.

SkillsSkills

In the skills section you want to think about all of In the skills section you want to think about all of the ways your students will access the information the ways your students will access the information in the unit. in the unit.

What type of content skills will they need to know? What type of content skills will they need to know? How to read a map, Analyze a primary source using How to read a map, Analyze a primary source using the DBQ method, create a timeline of events etc…the DBQ method, create a timeline of events etc…

Really spending time reflecting on this portion of Really spending time reflecting on this portion of the plan will help pave the road for differentiation, the plan will help pave the road for differentiation, and concrete learning strategies that you will use and concrete learning strategies that you will use throughout the unit. throughout the unit.

Stage 2Stage 2How will I know that they How will I know that they understand what is going understand what is going

on?on?

AssessmentAssessment

It is important to assess how your students are It is important to assess how your students are gaining and using knowledge in your gaining and using knowledge in your classroom. classroom.

Assessment comes in several forms such a exit Assessment comes in several forms such a exit polls, do nows, reading questions, projects, polls, do nows, reading questions, projects, portfolios, and the infamous tests. portfolios, and the infamous tests.

Your assessments need to match up and Your assessments need to match up and evaluate the knowledge and understandings evaluate the knowledge and understandings you are asking your students to engage in you are asking your students to engage in throughout the unit. throughout the unit.

Quick Review of Quick Review of Formative and Formative and

Summative AssessmentsSummative Assessments Formative assessments are the type of Formative assessments are the type of

assessments you do throughout the unit to assessments you do throughout the unit to evaluate how students are understanding your evaluate how students are understanding your unit as you are teaching it. These can be as unit as you are teaching it. These can be as simple as asking you class great questions in simple as asking you class great questions in discussions, quick exit polls, etc. discussions, quick exit polls, etc.

Summative Assessment is what takes place at Summative Assessment is what takes place at the end of the learning process. Most teachers the end of the learning process. Most teachers use a test as a summative assessment. Projects use a test as a summative assessment. Projects that incorporate the EQ or portfolios of student that incorporate the EQ or portfolios of student work are also considered summative work are also considered summative assessments. assessments.

How Do I Think Like An How Do I Think Like An Assessor?Assessor?

When thinking like an assessor ask yourself When thinking like an assessor ask yourself the following questions: the following questions:

What would be sufficient and revealing What would be sufficient and revealing evidence of understanding?evidence of understanding?

Given the goals, what performance tasks must Given the goals, what performance tasks must anchor the unit and focus the instructional anchor the unit and focus the instructional work?work?

What are the different types of evidence What are the different types of evidence required by Stage 1 desired results?required by Stage 1 desired results?

How Do I Think Like An How Do I Think Like An Assessor?Assessor?

Against what criteria will we appropriately Against what criteria will we appropriately consider work and assess levels of quality?consider work and assess levels of quality?

Did these assessments reveal and distinguish Did these assessments reveal and distinguish those who really understood from those that those who really understood from those that only seemed too? Am I clear on the reasons only seemed too? Am I clear on the reasons behind learner mistakes? behind learner mistakes?

Through the use of these questions it will Through the use of these questions it will become easier to identify the type of work to be become easier to identify the type of work to be done, how to create the assessment itself, and done, how to create the assessment itself, and how to evaluate and grade the unit. how to evaluate and grade the unit.

Performance TasksPerformance Tasks

It is clear in the template the emphasis that It is clear in the template the emphasis that Wiggins and McTigue place on performance Wiggins and McTigue place on performance tasks- but what does this term mean? tasks- but what does this term mean?

Performance tasks place the students in the Performance tasks place the students in the real life contexts in which they utilize their real life contexts in which they utilize their knowledge to perform authentic tasks. knowledge to perform authentic tasks.

This style of assessment tests student This style of assessment tests student understanding through performance. understanding through performance.

GRASPSGRASPS An excellent tool to create performance assessments is through An excellent tool to create performance assessments is through

the use of GRASPS.the use of GRASPS. G-Goal- What is the task at hand? What are students being asked G-Goal- What is the task at hand? What are students being asked

to do?to do? R- Role- What role is the student playing in the task? A reporter, R- Role- What role is the student playing in the task? A reporter,

judge etc…judge etc… A- Audience- Who are they performing for?A- Audience- Who are they performing for? S- Situation- What is the context or challenge they are facing?S- Situation- What is the context or challenge they are facing? P- Products, Performance, and Purpose- What is being created or P- Products, Performance, and Purpose- What is being created or

developed?developed? S- Standards and Criteria for Success- What are you evaluating S- Standards and Criteria for Success- What are you evaluating

the process on?the process on?

GRASPSGRASPS It is important to think through these steps when creating It is important to think through these steps when creating

a performance task to make sure it is clear to both a performance task to make sure it is clear to both yourself and the students what the process will look like. yourself and the students what the process will look like.

Identifying the criteria for evaluation will help in the Identifying the criteria for evaluation will help in the creation of items like rubrics, which can allow you to have creation of items like rubrics, which can allow you to have clear explanations about how students are expected to clear explanations about how students are expected to show their understanding of the assignment and material show their understanding of the assignment and material as well as provide a clear roadmap to grading the as well as provide a clear roadmap to grading the assignments. assignments.

For further information read Figure 7.5 Types of Evidence For further information read Figure 7.5 Types of Evidence through Figure 7.7 GRASPS Task Design Prompts. through Figure 7.7 GRASPS Task Design Prompts.

Other EvidenceOther Evidence

This sections should include a list of any of This sections should include a list of any of the other assessments that you will be the other assessments that you will be using throughout the unit. using throughout the unit.

For a graphic connection to how the levels For a graphic connection to how the levels of assessment tie into the type of ideas you of assessment tie into the type of ideas you want to put in your unit see Figure 7.11 want to put in your unit see Figure 7.11 Curricular Priorities and Assessment Curricular Priorities and Assessment MethodsMethods

Stage 3 Stage 3 What does the day to day What does the day to day

look like?look like?

The Learning PlanThe Learning Plan

Stage 3 is where you plan out the learning Stage 3 is where you plan out the learning activities you will use throughout the unit. activities you will use throughout the unit.

Remember to make sure to align each Remember to make sure to align each activity with the overall plan of the unit.activity with the overall plan of the unit.

This is also an excellent time to check for This is also an excellent time to check for the 6 Facets of Understanding. the 6 Facets of Understanding.

WHERETOWHERETO

To ensure a variety learning activities To ensure a variety learning activities Wiggins and McTigue use the acronym Wiggins and McTigue use the acronym WHERETO. There is a complete description WHERETO. There is a complete description of what each letter means on the one page of what each letter means on the one page template. template.

See the examples on Stage 3- Plan Learning See the examples on Stage 3- Plan Learning Experiences pgs 331-332 for different Experiences pgs 331-332 for different formats that could be used in your unit formats that could be used in your unit design. design.

ConclusionConclusion Learning UbD and applying it to your curricular planning Learning UbD and applying it to your curricular planning

can seem difficult at first, but once you get into this can seem difficult at first, but once you get into this habit of mind it frees you up from the burden of habit of mind it frees you up from the burden of standards and textbook based teaching to build standards and textbook based teaching to build connections between your content loving self and the connections between your content loving self and the teacher you want to be. teacher you want to be.

Remember the following: Remember the following: Decide with your mentor teacher and field instructor which Decide with your mentor teacher and field instructor which

stage or section of the template you want to improve your stage or section of the template you want to improve your practice with. Then decide what task would show your new practice with. Then decide what task would show your new found knowledge.found knowledge.

Bring a rough draft of your unit plan template to class on Bring a rough draft of your unit plan template to class on Nov 19Nov 19thth. We will be using the time to peer review your . We will be using the time to peer review your units. units.