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8 Understanding by Design

The document outlines the stages of Understanding by Design (UBD), a framework for designing curriculum and lessons. Stage 1 involves setting targets and desired outcomes. Stage 2 focuses on assessment and determining evidence of understanding. Stage 3 is planning instruction, which involves exploring, firming up, and deepening student understanding, as well as applying concepts. The document provides details on each stage and strategies like the WHERETO framework to effectively implement UBD.

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Korin Staana
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222 views22 pages

8 Understanding by Design

The document outlines the stages of Understanding by Design (UBD), a framework for designing curriculum and lessons. Stage 1 involves setting targets and desired outcomes. Stage 2 focuses on assessment and determining evidence of understanding. Stage 3 is planning instruction, which involves exploring, firming up, and deepening student understanding, as well as applying concepts. The document provides details on each stage and strategies like the WHERETO framework to effectively implement UBD.

Uploaded by

Korin Staana
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Understanding by

Design
"Understanding by design is teaching for understanding."
STAGES OF UBD

• Stage l has something to do


with results/desired outcomes.
Results and desired outcomes
are what students should be
able to know and do at the end
of the course or unit. They are
expressed in terms of overall
goals and specifically defined
in terms of content and
performance standards.
STAGES OF UBD

• Stage 2 is on assessment.
Assessment refers to the
acceptable evidence that the
desired goal has been attained.
This evidence may be in the form of
products and performances. These
products and performances are the
demonstration of conceptual
understanding, content skill, and
attitudes students learned.
STAGES OF UBD

Stage 3 spells out the


details of the
instructional activities
that students will go
through to attain the
standards.
Outline and some additional details

Stage 1 - Set targets.

A. Intended results/Desired outcomes.


A.1 Content Standards — These also to
what students should know and be able to
do.
A.2. Performance Standards — These refer
to the level of proficiency with which a
student can demonstrate what he/she knows
and what he/she can do.
Outline and some additional details

Stage 1B. Essential Understandings

Big and enduring ideas at the heart of the discipline


which we want children to remember even long after
they leave school.

Stage 1C. Essential Questions

These are open-ended, provocative questions that


spark thinking and inquiry into the essential meanings
and understanding.
Outline and some additional details

Stage 1D. Curriculum Objectives


These are expressed in terms of
specific knowledge, skills and values
which are expected to be taught and
learned
Outline and some additional details

Stage 2 - Determine evidence of


understanding.

There are 6 facets of understanding.


The learner's understanding of what
was learned can be exhibited by
his/her ability to;
EXPLAIN
•Demonstrate, Model,
Predict, Prove,
Synthesize Teach
•Describe
•Design
•Exhibit
•Instruct
INTERPRET
•Create Analogies
•Critique
•Document
•Evaluate
•Illustrate
•Judge
•Create metaphors
APPLY

•Adapt
•Propose
•Invent
•Solve
•Produce
•Design
PERSPECTIVE

•Analyze
•Argue
•Criticize
•Infer
•Contrast
EMPATHY

•Assume the role of


•Be like
•Consider
•Imagine
•Role-play
SELF-KNOWLEDGE
•Be aware of
•Realize
•Reflect
•Recognize
•Self-assess
Outline and some additional details

Stage 3 - Plan Instruction


This stage follows the following
steps:
• Explore stage, find out what your students
know and not know about the lesson.
• Firm up stage, affirm the correct concepts
or skills that they know. Correct what is
Outline and some additional details

Stage 3 - Plan Instruction


This stage follows the following
steps: (cont.)

• In the Deepen up stage, the following


strategies suggested by Wiggins and
McTighe (2005) may be of great help:
Here are some suggestions from McTighe and
Wiggins:

• Remember Wait Time I and II - at least 5 seconds of thinking time


after a question and after a response

• Call on students randomly.

• Use probes and follow ups. - Can you explain? Why? How do you
know?

• Ask students to unpack their thinking". - Describe how you arrived


at your answer.

• Periodically ask for summaries.- Could you please summarize the


Here are some suggestions from McTighe and
Wiggins:

• Survey the class. How many agree with _ ? (this idea,


author's point of view, conclusion

• Pose metacognitive/reflective questions - How did you come


to understand this?

• Encourage student questioning.

• Use Think-Pair-Share - Allow individual thinking time and


Outline and some additional details

Stage 3 - Plan Instruction


This stage follows the following
steps: (cont.)

• Apply/Transfer stage is the


application of concepts, skills and
attitudes learned in real life.
WHERETO Framework
• W -How will I help learners know WHAT they will be
learning? WHY is this worth learning? WHAT evidence
will show their learning?

• H - How will I HOOK the learners?

• E - How will I EQUIP students to master identified


standards? What learning EXPERIENCES will help
deepen understanding?

• R - How will I encourage learners to RETHINK previous


learning? How will I encourage ongoing REVISION and
WHERETO Framework

• E - How will I promote self- EVALUATION and


reflection?

• T - How will I TAILOR my learning activities to address


the different readiness levels, learning profiles of
students?

• O - How will the learning experiences be ORGANIZED


to maximize engaging and effective learning?
THANK YOU!
Presented by:

Ana Pauline Diaz


Christine Joyce Cerrero

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