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Transcript of Backwards Design
Begin with desired results to create meaningful understanding
Beginning with the end in mind
UbD in a Nutshell
Identify desired results
Determine acceptable evidence
Plan learning experiences and instruction
is a tool to target...
By focusing on backwards design
you will create
lessons for richer and deeper
The three stages of backwards design
Characteristics of big ideas and essential questions
The six facets of understanding
Draft a unit using the unit template
Review designs against the design standards
identify desired results
knowledge and skills
principles, and theories
that should serve as the
of the curricula, instruction, and assessment
How does a question support enduring understanding?
Types of Questions
Asked to be argued or discussed
Designed to uncover new ideas, views, lines of argument
Set up inquiry, heading to new understanding
Lead to more questions
8:30-9:15 big ideas
9:30-11:00 essential questions
12:00-1:00 stage one template
1:00-2:00 stage two: assessment
the six facets
2:00-3:00 stage three: design activities
3:00-3:30 closing and evaluation
"to begin with the end in mind means to start with a clear understanding of your destination. It means to know where you're going so that you better understand where you are now so that the steps you take are always in the right direction."
-Steven r. Covey
Asked as a reminder, to prompt recall
Designed to "cover" knowledge
Point to a single straight-forward fact; rhetorical
End the inquiry
A big idea is...
broad and abstract
represented by one or two words
universal in application
represented by different examples
that share common attributes
A big idea is stated or implied in state standards.
An important inference or generalization
A transferable idea
May easily be misunderstood
Best "uncovered" through a real-world problem
Summary of a strategy
Context for the use of a skill
Overarching vs. Topical
funnel graphic organizer
As you walk about the room, explain to your partner the process of delving into the bigger idea of your topic.
What came easy?
What was more abstract?
What connections did you make?
From Topics to Ideas
Properly vs. Improperly Framed
In a free-market economy, price is a function of supply and demand.
The price of long-distance phone calls has declined during the past decade.
True friendship is revealed during difficult times, not happy times.
Statistical analysis and data display often reveal patterns that may not be obvious
How to calculate mean, median, and mode.
The most efficient and effective stroke mechanics in swimming involve pushing the maximum amount of water directly backward.
That they should not cup their hands when swimming the freestyle.
The interaction of heredity and experience influences behavior.
From Goals or Topics to
Develop a set of essential questions based on the topic of Westward Expansion
Use this to explore essential questions in
TIME TO EAT : )
using one standard, begin exploring the big idea
determine acceptable evidence
complete page one template
authentic performance tasks
plan learning experiences
covered vs. uncovered
diagnostic and formative assessments
align to stage one
align to stage one and two
Where are we going?
predict possible misconceptions
where are we?
how will we and student interest?
how will we students for expected performances?
how will we help students
. and ?
confront alternate versions
argue and debate
how will students
self- and reflect
on their learning?
how will we learning
to varied needs, interests, styles?
how will we
and sequence the learning?
complete page one template
antelope trails elementary
Wiggins, G. and McTighe, J. (2005) Understanding by Design. Alexandria, VA: ASCD.
Wiggins, G & McTighe, J. (2004). Understanding by Design Professional Development Workbook. Alexandria, VA: ASCD