Welcome - Understanding by Design (UbD) Stage #1
SMART Learning Objectives
![Netting Objectives](/uploads/7/0/1/9/70199053/objective_1.jpg)
Upon completing this workshop, participants should be able to:
1. Define the term Transfer
2. Explain the purpose of Standards and/or Competencies
3. Provide an example of Knowledge versus Skill
4. Describe what is meant by Understanding
1. Define the term Transfer
2. Explain the purpose of Standards and/or Competencies
3. Provide an example of Knowledge versus Skill
4. Describe what is meant by Understanding
UbD - Overview
![Big Idea](/uploads/7/0/1/9/70199053/overview-big-idea.jpg?427)
The Understanding by Design is a framework and planning process to guide curriculum, assessment, and instruction. It aids educators in thinking decisively about unit lesson planning.
The concept was developed by Jay McTighe and Grant Wiggins, and as part of their principles they state that UbD is not a philosophy of education. It is not designed to tell educators how or what to teach. UbD is a system to help educators teach more effectively.
The two main ideas in the title are: 1. UNDERSTANDING with a focus on instructing and evaluating for true understanding and the transfer of learning, and 2. Backward DESIGN of the curriculum. With UbD, the ultimate goal is to think backward, focusing on the big picture. In other words, at the end of a unit, what are the essential questions your students should be able to answer, and what understandings should they have (Wiggins & McTighe, 2011).
The concept was developed by Jay McTighe and Grant Wiggins, and as part of their principles they state that UbD is not a philosophy of education. It is not designed to tell educators how or what to teach. UbD is a system to help educators teach more effectively.
The two main ideas in the title are: 1. UNDERSTANDING with a focus on instructing and evaluating for true understanding and the transfer of learning, and 2. Backward DESIGN of the curriculum. With UbD, the ultimate goal is to think backward, focusing on the big picture. In other words, at the end of a unit, what are the essential questions your students should be able to answer, and what understandings should they have (Wiggins & McTighe, 2011).
UbD Stage #1 Overview - Identify Desired Results
![Stage #1 of a rocket](/uploads/7/0/1/9/70199053/1400023616000-space-launch-system.jpg?436)
Stage #1 seeks to answer key questions of what learners should know, understand, and be able to do at the end of the unit or lesson. It involves what educators want to ultimately transfer to the learner that will result in lasting understanding, and asking essential questions that can be explored in depth and provide focus to the learning.
In the first stage of backward design, goals are established using external established content standards or competencies (national, state, province, and district). Since there is a significant number of standards available, educators much choose those applicable to their specific unit in the interest of time.
The first stage also seeks to clarify priorities. Learning priorities are established by long-term performance goals that educators want learners to understand and transfer to real word situations on-their own, outside of the classroom (Wiggins & McTighe, 2011).
In the first stage of backward design, goals are established using external established content standards or competencies (national, state, province, and district). Since there is a significant number of standards available, educators much choose those applicable to their specific unit in the interest of time.
The first stage also seeks to clarify priorities. Learning priorities are established by long-term performance goals that educators want learners to understand and transfer to real word situations on-their own, outside of the classroom (Wiggins & McTighe, 2011).
UbD Stage #1 Template Overview
1. Course Unit and Summary
1. Course Unit and Summary
![Course, Unit, and Design](/uploads/7/0/1/9/70199053/1-course-and-unit-summary-callout.jpg?428)
The Stage #1 template structure begins with a Course Unit and Summary. This section provides a general background of the unit you intend to teach. The three sections are Course, Unit, and Course Design. Complete each section using the unit-specific information (Wiggins & McTighe, 2011).
2. Unit Overview, Professional Organizations for Content, Standards and/or Competencies
![Course Unit and Summary](/uploads/7/0/1/9/70199053/2-unit-overview-callouts.jpg?434)
The Unit Overview section provides a summary overview of the unit of instruction in the instructor’s own words, and lists professional organizations for content along with standards and competencies (Wiggins & McTighe, 2011).
The Professional Organizations for Content section examines established content and mandated standards and competencies. These are typically national, state, province, or district organizations.
In this section, include the name of the professional organization, the URL for the organization, and provide the URL that links directly to the standards or competencies of that organization. (Wiggins & McTighe, 2011)
Standards and Competencies use previously established content. These are externally driven goals of the unit, using established national, state, or organizationally based content standards. The goal is to meet these standards, but they are not purpose of the unit design. Standards and Competencies provide a general framework as a base to create more meaningful and engaging learning experience that facilitates understanding. Because standards are often broad in scope, they must be “unpacked”. Unpacking is the act of determining a more practical meaning of a standard when used locally (Wiggins & McTighe, 2012).
The Professional Organizations for Content section examines established content and mandated standards and competencies. These are typically national, state, province, or district organizations.
In this section, include the name of the professional organization, the URL for the organization, and provide the URL that links directly to the standards or competencies of that organization. (Wiggins & McTighe, 2011)
Standards and Competencies use previously established content. These are externally driven goals of the unit, using established national, state, or organizationally based content standards. The goal is to meet these standards, but they are not purpose of the unit design. Standards and Competencies provide a general framework as a base to create more meaningful and engaging learning experience that facilitates understanding. Because standards are often broad in scope, they must be “unpacked”. Unpacking is the act of determining a more practical meaning of a standard when used locally (Wiggins & McTighe, 2012).
3. Transfer
![Transfer](/uploads/7/0/1/9/70199053/3-transfer-callout_1.jpg?460)
Transfer lists goals the learner should effectively be able to do when confronting a new situation or challenge that may share similarities to previous learned experiences, but also significant differences. Transfer implies that the learner can apply what they learned independently and un-monitored, outside of the learning environment. Transfer goals are characterized by the learner demonstrating application, not simple recall from rote memorization. Transfer also requires using prior learning experiences and applying them in future situations, with no assistance, and with sound judgement (Wiggins & McTighe, 2011).
4. Meaning - Essential Questions and Understandings
![Meaning](/uploads/7/0/1/9/70199053/4-meaning-essential-questions-callout_1.jpg?465)
The Meaning section contains Essential Questions and Understandings. Meaning is a learner created understanding of the big idea of a unit (Wiggins & McTighe, 2011).
Essential Questions in Stage 1 promote inquiry and the discovery of a subject. They can help learners discover patterns in knowledge and solve problems. They guiding students to discover meaning, which increases motivation to learn. Essential questions no obvious correct answer. They help generate new questions, stimulate critical thinking, alternative ideas, and are framed to provoke and sustain learner interest (Wiggins & McTighe, 2011).
Essential Questions in Stage 1 promote inquiry and the discovery of a subject. They can help learners discover patterns in knowledge and solve problems. They guiding students to discover meaning, which increases motivation to learn. Essential questions no obvious correct answer. They help generate new questions, stimulate critical thinking, alternative ideas, and are framed to provoke and sustain learner interest (Wiggins & McTighe, 2011).
![Understandings](/uploads/7/0/1/9/70199053/5-meaning-understandings-callout_1.jpg?467)
Understandings are the learner’s own reflections and analysis of the unit. They are specific generalizations about the big ideas and summarize key inferences, meanings, and importance of the unit content. They are deliberately framed as a full-sentence “moral of the story”. Understandings must be uncovered, because they are not teachable facts, but un-obvious guided inferences drawn from facts. They should not be too vague or obvious that the learner will never come to a conclusion or already know the answer (Wiggins & McTighe, 2011).
![Knowledge and Skills](/uploads/7/0/1/9/70199053/6-acquisition-knowledge-and-skill-callout_1.jpg?456)
5. Acquisition - Knowledge and Skills
For learners to perform well on assessments and answer essential questions, they need to be able to demonstrate what they know, and what they should be able to do.Both knowledge and skills are goals of acquisition. An example of the distinction between the two is: You may know what an airplane is (knowledge), but not know how to fly one (skill) (Wiggins & McTighe, 2011).
Knowledge is facts and information acquired by a person through experience or education. Examples of knowledge include mastery of vocabulary/terminology, critical details, definitions, key factual information, or important events and people. Knowledge questions have a correct answer. In the template, knowledge statements are worded “Students will know…” (Wiggins & McTighe, 2011).
Skills are the ability to perform or demonstrate some process or action. Examples of skills include: study skills, communication skills, interpersonal or group collaboration skills, research, inquiry, or investigation skills. In the template, skill statements are worded “Students will be skilled at…” (Wiggins & McTighe, 2011).
For learners to perform well on assessments and answer essential questions, they need to be able to demonstrate what they know, and what they should be able to do.Both knowledge and skills are goals of acquisition. An example of the distinction between the two is: You may know what an airplane is (knowledge), but not know how to fly one (skill) (Wiggins & McTighe, 2011).
Knowledge is facts and information acquired by a person through experience or education. Examples of knowledge include mastery of vocabulary/terminology, critical details, definitions, key factual information, or important events and people. Knowledge questions have a correct answer. In the template, knowledge statements are worded “Students will know…” (Wiggins & McTighe, 2011).
Skills are the ability to perform or demonstrate some process or action. Examples of skills include: study skills, communication skills, interpersonal or group collaboration skills, research, inquiry, or investigation skills. In the template, skill statements are worded “Students will be skilled at…” (Wiggins & McTighe, 2011).
UbD Template Upload
Below is a copy of the UbD stage #0 - #3 template used as an organizer for completing effective unit plans. This version contains a completed Stage #0 and
Stage #1.
Below is a copy of the UbD stage #0 - #3 template used as an organizer for completing effective unit plans. This version contains a completed Stage #0 and
Stage #1.
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UbD Template Video
Check out this YouTube Video so see an interactive version of how to complete Stage #1 of the UbD template.
Check out this YouTube Video so see an interactive version of how to complete Stage #1 of the UbD template.
Formative Assessment
Take this assessment to your knowledge of Understanding by Design and the Stage #1 template.
Take this assessment to your knowledge of Understanding by Design and the Stage #1 template.
References
Wiggins, G.P., & McTighe, J. (2011) The understanding by design guide to creating high quality units. Alexandria, VA: ASCD.
Wiggins, G.P., & McTighe, J. (2012) The understanding by design guide to advanced concepts in creating and reviewing units. Alexandria, VA: ASCD.
Wiggins, G.P., & McTighe, J. (2012) The understanding by design guide to advanced concepts in creating and reviewing units. Alexandria, VA: ASCD.