Understanding by Design A K A as Backward
Understanding by Design A. K. A as “Backward Design” Developed by Grant Wiggins and Jay Mc. Tighe Published by the Association for Supervision and Curriculum Development (ASCD)
Understanding by Design (3 stage design process) Purpose: § Improve students achievement Focus: Backward design § Teacher as the assessor and designer § Develop standard-driven curriculum goals § Revealing assessments of student understanding § Engaging learning activities.
Understanding by Design What it does: § Eliminates coverage and activity-focused teaching (traditional teaching) § Eliminates textbooks as sole curriculum (use of technology and other sources to build meaningful lessons) Result: § Deeper understanding of facts learned § Transference § Coherence “experience”.
Begin with end § What do you want the end result to be? § How and what will be assessed at the end? “Big Idea” § Will connect all facts learned through out the unit.
Three steps of backward design Stages: 1. Identifying desired results 2. Defining acceptable evidence 3. Planning learning experiences and instruction
Stage 1 - Identifying desired results 1. Goals – Standards content objectives that must be met for grade level and/or subject. 2. Knowledge and skills What students will know and be able to do. 3. Essential Questions – Open ended Questions Make students think 4. Enduring Understanding – “Big ideas” v Use what learned in other settings – transfer of learning
Important Essential Questions § Arguable § Raise more question § Have no obvious right answer § Can be recurring § Addresses the central idea of a subject § Encourages thinking
Stage 2 - Define acceptable evidence of understanding through assessment § Informal checks for understanding § Observation/Dialogue § Quiz/Test § Academic Prompt (stimulates critical thinking…) § Performance task/Project
Traditional Quizzes and tests § selectedresponse § constructed response Worth being familiar with Important to know and do Performance tasks and projects Complex and open-ended “Big Idea” Enduring understanding
6 Facets of Understanding Student will be able to § explain demonstrate understanding § interpret offering an individual insight § apply knowledge to new contexts § perspective by seeing the big picture and viewing them critically § empathize sensitive to other point of views § self-knowledge self-awareness that enables them to see what shapes their learning experience
Stage 3 - Planning learning experiences and instruction § Design the lesson Specific engaging learning experiences, activities and instruction are planned for each unit using diverse resources § W. H. E. R. E. T. O. (acronym)helps meet requirements needed for the unit
W. H. E. R. E. T. O. § W = Where is unit going? What is expected? Why? § H = Hook and hold students interest. § E = Equip students for expected performance. § R = Provide opportunities to rethink, refine and revise § E = Allow students to evaluate their work and understanding. § T = tailored to different needs, interests, and learning styles. § O = Be organized to maximize learning experience.
Works Cited "Authentic Education - What Is Ub. D? " Authentic Education. N. p. , n. d. Web. 08 Oct. 2012. <http: //www. authenticeducation. org/ubd. lasso>. "Membership. " Understanding by DesignÃ� ® Framework. N. p. , n. d. Web. 08 Oct. 2012. <http: //www. ascd. org/research-a-topic/understanding-by-designresources. aspx>. "Understanding by Design. " - Wiki. Pilipinas: The Hip 'n Free Philippine Encyclopedia. N. p. , n. d. Web. 08 Oct. 2012. <http: //en. wikipilipinas. org/index. php? title=Understanding_by_Design>.
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