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Understanding By Design

Concept map based on Wiggins & McTighe's Understanding By Design model.
by

Devin Hess

on 3 December 2013

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Transcript of Understanding By Design

Seven basic tenets:
Evidence of student understanding:
"Backward Planning" for
instructional design

Understanding by Design
Stage One
Identify Desired Results
developed by
Grant Wiggins and Jay McTighe

1.
Teachers must be
intentional in
designing instruction
2.
Focus in on
deepening student understanding
3.
Students autonomously
transfer learning during authentic performance
Evidence of understanding:
4.
Avoids mistake of 'activity-based' planning & 'textbook as curriculum'
Backward planning:
5.
Must constantly check for understanding
Teachers as coaches:
6.
Review results against desired standards to assure intended goals.
Check against standards
7.
Review and adjust curriculum and teaching strategies based on results
Evaluate and Revise
Ask:
What should students know?
What should students understand?
What should students be able to do?
Intention
Primary goal:
Determine Assessment Evidence
Ask:
Stage Two
What will we accept as evidence of student understanding?
How will we evaluate student performance in fair and consistent ways?
How will we know if students have achieved the desired results?
Interpret:
Student can make sense of material through analogies and models.
Apply:
Student can apply understanding to new situations
Perspective:
Student can recognize
different points of view
Empathy
Student shows empathy
for situation of others
Metacognition
Student can reflect on learning process
Stage Three
Design Lesson Activities
Ask:
1. How can we scaffold instruction to best promote learning?
2. What skills and knowledge do student need to be successful?
3. What activities, sequence and resources are best for the learning goals?
References
Wiggins, G. & McTighe, J. (2004). Understanding by design. (expanded 2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
Wiggins, G., & McTighe, J. (2011). Understanding by design framework. ASCD.org. Retrieved from http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
Establish Learning Priorities:
1. State Standards
2. Curriculum expectations
Develop Essential
Questions:
1. Stimulate sustained inquiry into the "big ideas"
2. Require consideration of alternatives & evidence.
3. Connect with prior learning and experiences.
4. Create opportunities for transfer to other situations & subjects.
Presentation by Devin Hess (2013)
KSU - EDCI 888
Full transcript