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Understanding by Design Framework

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Keith Truitt

on 23 September 2014

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Transcript of Understanding by Design Framework

Understanding by Design Framework
Backward Design
Three Stages:
The UbD Framework
Offers a process and structure to guide:
The Three Stages of
Backward Design

Desired Results


Learning Plan
A key concept in UbD framework is alignment (i.e., all three stages must clearly align not only to standards, but also to one another).
Keith Truitt
September 22, 2014
Professior Mahoney

UbD Two Main Ideas:
1) Focus on teaching and assessing for understanding and learning transfer
2) Design curriculum "backward" from those ends
UbD Framework
Based on key tenets
Learning is enhanced when teachers think purposefully about curricular planning. The UbD framework helps this process without offering a rigid process or prescriptive recipe.
Think purposefully about curricular planning
The UbD framework helps focus curriculum and teaching on the development and deepening of student understanding and transfer of learning (i.e., the ability to effectively use content knowledge and skill).
Focus curriculum and teaching
Understanding is revealed when students autonomously make sense of and
transfer their learning through authentic performance. Six facets of understanding—
the capacity to explain, interpret, apply, shift perspective, empathize, and self-assess—can serve as indicators of understanding.
Understanding is revealed through authentic performance
Effective curriculum is planned backward from long-term, desired results through a three-stage design process (Desired Results, Evidence, and Learning Plan). This process helps avoid the common problems of treating the textbook as the curriculum rather than a resource, and activity-oriented teaching in which no clear priorities and purposes are apparent.
Effective curriculum is planned backward
Teachers are coaches of understanding, not mere purveyors of content knowledge, skill, or activity. They focus on ensuring that learning happens, not just teaching (and assuming that what was taught was learned); they always aim and check for successful meaning making and transfer by the learner.
Teachers focus on ensuring that learning happens
Regularly reviewing units and curriculum against design standards enhances curricular
quality and effectiveness, and provides engaging and professional discussions.
Review units and curriculum against design standards
The UbD framework reflects a continual improvement approach to student achievement and teacher craft. The results of our designs—student performance—inform needed adjustments in curriculum as well as instruction so that student learning is maximized.
Continual improvement approach

In other words...
Backward Design Progression
Stage 1:
Desired results content
must be what is assessed in...
Stage 2:
and taught in...
Stage 3:
Learning Plan
Stage 1—Identify Desired Results
Stage 2—Determine Assessment Evidence
Stage 3—Plan Learning Experiences and Instruction
Stage 1—Identify Desired Results
Consider goals, examine established
content standards (national, state, province,
and district), and review curriculum

Learning priorities are established by
long-term performance goals—what it is
we want students, in the end, to be able
to do with what they have learned
Stage 2—Determine
Assessment Evidence
Assessment evidence reflects the desired results identified in Stage 1. Consider in advance the assessment evidence needed to document and validate that the targeted learning has been achieved.
In Stage 2, we distinguish between two
broad types of assessment—performance
tasks and other evidence...
The UbD framework has identified facets of understanding for assessment purposes. When someone truly understands, they:
Performance Tasks
ask students to apply their learning to a new and authentic situation as means of assessing their understanding and ability to transfer their learning
Can concepts, principles, and processes by putting it their own words, teaching it to others, justifying their answers, and showing their reasoning.
Can by making sense of data, text, and experience through images, analogies, stories, and models.
• Can by effectively using and
adapting what they know in new and
complex contexts.
Demonstrate by seeing the big picture and recognizing different points of view.
Display by perceiving sensitively and walking in someone else’s shoes.
Have by showing meta-cognitive awareness, using productive habits of mind, and reflecting on the meaning of the learning and experience.
In addition to performance tasks, Stage 2
includes other evidence, such as traditional
quizzes, tests, observations, and
work samples to round out the assessment
picture to determine what students
know and can do.
Stage 3—Plan Learning
Experiences and Instruction
Teachers plan the most appropriate lessons and learning activities to address the three different types of goals identified in Stage 1
UbD suggests that teachers code the various events
in their learning plan with the letters T, M, and A to ensure that all three goals are addressed in instruction- transfer, meaning making, and
acquisition (T, M, and A)
Wiggins, Grant, and McTighe, Jay. Understanding by Design (Expanded Second Edition). Alexandria, VA, USA: Association for Supervision & Curriculum Development (ASCD), 2005. ProQuest ebrary. Web. 22 September 2014.
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