Understanding by DesignUnderstanding by Designa.k.a. Backward Designa.k.a. Backward Design

An introduction An introduction

by Ingrid Veilleux, by Ingrid Veilleux,

adapted by Laura Kingadapted by Laura King

Visual Metaphors for UnitsVisual Metaphors for Units

Three Big Questions… Three Big Questions…

1. What is your goal? What is your big idea?

2. How will you know they have learned it?

3. What activities will lead you to your goal?

STAGE 1-DESIRED RESULTSSTAGE 1-DESIRED RESULTS

Standards, GEs

Understandings, Essential Questions

Knowledge Skills

Why Essential Questions?Why Essential Questions?

Essential questions have 2 purposes:

– To uncover the content

– To go beyond the content (overarching questions)

No differentiation.

ESSENTIAL QUESTIONSESSENTIAL QUESTIONS

These questions are hooks to

engage learners.

These questions communicate the

purpose to the learners.

Habits of Mind…Habits of Mind…

• Begin with the end in mind

• Align goals, assessment, and activities

• Plan key questions for every unit

• Be flexible in choice of activities so long as goals are met

Discuss with a partner…Discuss with a partner…

Which Habits of Mind come easily for you? Which are more challenging?

STAGE 2 - ASSESSMENTSTAGE 2 - ASSESSMENT

Performance Task

• Apply skills and knowledge

• Real world or simulated situation

• Summative assessment

Other Assessment

Formative assessment: quizzes, response tasks, interviews, learning logs, etc.

Performance Task Performance Task Assessments allow Assessments allow

students to…students to…explain, interpret, apply, have explain, interpret, apply, have

perspective, empathize, and demonstrate perspective, empathize, and demonstrate self-knowledge about a given topic.self-knowledge about a given topic.[5]

Performance Task Eg. Driver’s Test

Design Tool: (GRASPS)Goal – demonstrate your skills driving a vehicle

Role – you are the driver

Audience – DMV driving test supervisor

Situation – You will drive while being assessed by supervisor

Product – The road/driving test

Standards for Success – Rules and Regulations, VT-DMV

Habits of Mind…Habits of Mind…

• ALIGNMENT– Creative process is often messy– End product (unit plan) should be coherent

• Teach for and assess transfer via performance tasks

• (Turn and Talk… discuss how performance task assessments and essential questions are related?)

STAGE 3 – STAGE 3 – LEARNING ACTIVITIESLEARNING ACTIVITIES

• Best Practice teaching strategies

• Consider Differentiation

• Flexibility

WHERETO Framework…

WHERETO FRAMEWORK FOR WHERETO FRAMEWORK FOR

PLANNING LEARNING EXPERIENCESPLANNING LEARNING EXPERIENCES  

W W = Help the students know = Help the students know Where Where the unit is going and the unit is going and What What is expected?is expected?

Help the teacher know Help the teacher know Where Where the students are coming from (prior the students are coming from (prior

knowledge, interests)?knowledge, interests)?

H H = = Hook Hook all students and all students and Hold Hold their interest?their interest?

E E = = Equip Equip students, help them students, help them Experience Experience the key ideas and the key ideas and Explore Explore the the

issues?issues?

R R = Provide opportunities to = Provide opportunities to Rethink Rethink and and Revise Revise their understandings and work?their understandings and work?

E E = Allow students to = Allow students to Evaluate Evaluate their work and its implication's?their work and its implication's?

T T = Be = Be Tailored Tailored (personalized) to the different needs, interests, and abilities of(personalized) to the different needs, interests, and abilities of

learners?learners?

OO= Be = Be Organized Organized to maximize initial and sustained engagement as well as to maximize initial and sustained engagement as well as

effective learning?effective learning?

Learning Activities – Lots of flexibility here ! Consider…

- elements of lesson design- concept attainment- elements of effective group work- deep learning, synthesis, connecting, interpreting- dialogue strategies- cooperative learning- drama, music, art – integrated - application of learning theory- memory and attention etc…

Twin sins…Twin sins…

1. Activity orientation

2. Textbook coverage

Discuss with a partner…Discuss with a partner…

• How is Understanding by Design (or Backward Design) similar and different from other unit planning models?

BibliographyBibliography

• Wiggins & McTighe (2005). Understanding by Design. ASCD.

• Wiggins & McTighe (2004). Understanding by Design: Professional Development Workbook. ASCD.

• Tomlinson, Carol Ann and Jay McTighe (2006). Integrating Differentiated Instruction and Understanding by Design. ASCD.