This document provides an overview of Understanding by Design (UbD), a framework for designing curriculum units that focuses on designing assessments before lessons in order to ensure students achieve desired learning outcomes. It describes the three stages of backward design: 1) identifying desired results like understandings, essential questions and knowledge/skills; 2) determining appropriate assessments like performance tasks; and 3) planning learning experiences to prepare students for the assessments. The goal is for students to develop a deep understanding of key concepts and be able to transfer their learning to new situations.

1. Understanding by Design Using “Backward Design” to Create Meaningful Units of Study (Adapted from and based on the work of Grant Wiggins and Jay McTighe)

3. The “Big Ideas” of UbD Plans need to be well aligned to be effective This engages and invites students Meaningful Learning Fragmented learning; more difficult, less engaging How transfer occurs; creates connections in learning Understanding via Big Ideas Students fail to apply learning The essence of understanding and the point of schooling Transfer as goal Twin sins: Aimless activity and coverage Plans need to be well aligned to be effective Backward Design If not… Why is this important? UbD big idea

6. The difference… The US Constitution was a solution based on compromise to real and pressing problems and disagreements in government They were a brilliant balance and limit of powers. The US Constitution (this is content!) The three branches of US government I want students to understand THAT … I want students to understand…

11. The Three Stages of Backward Design What do I need to do in the classroom to prepare them for the assessment? 3. Plan Learning Experiences How will I know that they know what I want them to know? 2. Determine Acceptable Evidence What is it that I want the students to understand and know and be able to do? 1. Identify Desired Results

12. The three stages within the unit template Learning Activities: L Stage 3- Learning Plan Other Evidence: OE Performance Tasks: T Stage 2- Assessment Evidence Students will be able to… S Students will know… K Essential Questions: Q Understandings: U Students will understand that… Established Goals: G Stage 1- Desired Results

14. The Three Stages of Backward Design Stage 1 What do I need to do in the classroom to prepare them for the assessment? 3. Plan Learning Experiences How will I know that they know what I want them to know? 2. Determine Acceptable Evidence What is it that I want the students to understand and know and be able to do? 1. Identify Desired Results

15. Stage 1! Learning Activities: L Stage 3- Learning Plan Other Evidence: OE Performance Tasks: T Stage 2- Assessment Evidence Students will be able to… S Students will know… K Essential Questions: Q Understandings: U Students will understand that… Established Goals: G Stage 1- Desired Results

19. Concepts as Big Ideas What else can you think of? Friendship Perspective Balance Fairness Cycles Conflict Culture Diversity Symbols Power Patterns Migration Communication Interaction Freedom Environment Charity Abundance Exploration Justice Change

26. From Big Ideas, to Understandings, to Essential Questions Big Ideas Literature Culture Human condition Understanding Great literature from various cultures explores enduring themes and reveals recurrent aspects of the human condition Transfer& Independent thinkers Essential Question How can stories from other places and times be about me?

31. The Three Stages of Backward Design Stage 2 What do I need to do in the classroom to prepare them for the assessment? 3. Plan Learning Experiences How will I know that they know what I want them to know? 2. Determine Acceptable Evidence What is it that I want the students to understand and know and be able to do? 1. Identify Desired Results

32. Stage 2! Learning Activities: L Stage 3- Learning Plan Other Evidence: OE Performance Tasks: T Stage 2- Assessment Evidence Students will be able to… S Students will know… K Essential Questions: Q Understandings: U Students will understand that… Established Goals: G Stage 1- Desired Results

36. If you were asking questions on the left side of the last slide, you’re ready to design some assessment evidence!

38. Continuum of assessment Tests and quizzes Think of anchoring your unit with a performance task. But use the Other Evidence along the way. (i.e. Don’t throw out all your old quizzes!) Observations and dialogues Academic prompts Informal checks for understanding Performance tasks Other evidence

45. The Three Stages of Backward Design Stage 3 What do I need to do in the classroom to prepare them for the assessment? 3. Plan Learning Experiences How will I know that they know what I want them to know? 2. Determine Acceptable Evidence What is it that I want the students to understand and know and be able to do? 1. Identify Desired Results

46. Stage 3! Learning Activities: L Stage 3- Learning Plan Other Evidence: OE Performance Tasks: T Stage 2- Assessment Evidence Students will be able to… S Students will know… K Essential Questions: Q Understandings: U Students will understand that… Established Goals: G Stage 1- Desired Results