Adapted from the work of Grant Wiggins and Jay McTighe Guide Understanding by Design Backward Design Guide ©Diane Van Ausdall – Authentic Education (adapted from the work of Grant Wiggins and Jay McTighe) . 1 Adapted from the work of Grant Wiggins and Jay McTighe Understanding by Design: A Step-by-Step Guide UbD Revised July, 2006 Read the Standards and determine which apply to your unit or check the standards first. A UbD unit design is a unit spanning usually two to six weeks. Be specific and give details for Assessment and Learning Activities Sections can be completed in any order-You can always go back to a section to add additional information. The goal is clear alignment between the 3 stages. All 3 stages of UbD should be linked together! Stage 1: Desired Results (Enduring Understandings, Essential Questions, Knowledge, Skills Stage 2: Evidence (Assessment) Stage 3: Learning Plan (Learning Activities) Design the units so that they would be useful for another person to teach the unit. Name of the Course/Subject_____________________________________ Your Name____________________________________ Topic/Title of the Lesson Design_______________________________________ Approximate Length of Time to Complete the Unit:___________ Grade:___________ Short Summary/Rationale: You should complete this summary when you have finished all three stages. (What is the lesson/unit about? What do you hope to accomplish? What will students know and do? Why is this topic important? Where does the topic fit in the sequence of the course?) WB pg. 84 ©Diane Van Ausdall – Authentic Education (adapted from the work of Grant Wiggins and Jay McTighe) . 2 Adapted from the work of Grant Wiggins and Jay McTighe Standards Align Unit with the Standards Check the Standards and list the ones that apply to this unit. Be sure to include the number and sub-letter, if it applies. Number Content Standard Stage 1 – Desired Results Enduring Understandings-Major Generalizations/Conclusions Look at the Standards (The nouns will usually give you some ideas about what is important(The verbs usually relate to the skill or activity needed) Related to Big Ideas The “Aha” A sentence not a question Avoid definitions Often crosses disciplines Stage 1 “The moral of the story” Insight into the Standards Conceptual foundation for basic skills Not just a goal or objective Could show a relationship between two or more concepts The heart of the discipline The “forevers” An inference not just a factoften counterintuitive Often include qualifiers, i.e. often, can may, usually. Students need to “uncover” and “discover” to arrive at it What Will Students Understand as a Result of This Unit Design? These are designed around the Standards and the Big Ideas WB pg. 71-74, 76, 84-87, 111-114, 116 Examples of Enduring Understandings ©Diane Van Ausdall – Authentic Education (adapted from the work of Grant Wiggins and Jay McTighe) . 3 Adapted from the work of Grant Wiggins and Jay McTighe *Communism is an economic as well as political system. *State’s rights issues, linked to regional economies, were a chief cause of the Civil War. *The arts reflect the culture of the time in which they are produced. *Matrices and their inverses can be used to solve systems of equations. *Sometimes the most important conclusion is that nothing has changed. *Fairy tales often illustrate profound philosophical truths *What is considered democratic and who is worthy of justice depends upon time, place, perspective, and political and economic motivation. *Many real-world phenomena are periodic in their nature because they repeat themselves at regular intervals. *Future occurrences may be predicted with a sinusoidal model (if appropriate). *There are limitations in using mathematical models to accurately represent real-world phenomena. *Sometimes the “correct” mathematical answer is not the best solution to a real world problem. *Students will understand that fiction allows us to reflect on and mentally explore the challenges we all face in life *The words of poetry stir up feelings and ideas in the reader or listener. *Communication is interactive and is affected by culture as well as the sender/receiver's perceptions. *Anyone can be a hero to someone. The qualities of being a hero vary from person to person, event to event. Some people become heroes even if they don't want to be. *Living things grow and change, sometimes in predictable patterns *Communities may contribute positively or negatively toward the survival of the individual. *Technology may contribute to, or detract from, the ability of a living thing to survive. *A balanced diet contributes to physical and mental health (Misconception: “It doesn’t matter what I eat.” *Poor nutrition leads to a variety of health problems In music the silence is as important as the notes. *Energy exists in many forms. *Mathematics is a language consisting of symbols and rules. * Laws and rules prevent chaos. * Information is organized in different formats and forms for varying purposes. Enduring Understandings Can Be Overarching or Topical Overarching Understandings: Topical Understandings: Point beyond the unit to larger, transferable ideas. They focus courses and programs: specific topics, events, or texts of the unit are typically not mentioned in the framing of overarching understandings. Are subject- and topic-specific - They frame the unit of study. They identify the specific insights the unit is meant to “uncover”. Your Topic:_________________________ (Enduring Understandings - WB pg. 107-110, 111, 113, 114, 116) List Enduring Understandings-Generalizations/Conclusions Include Overarching and Topical Students will understand that… 1. 2 3. ©Diane Van Ausdall – Authentic Education (adapted from the work of Grant Wiggins and Jay McTighe) . 4 Adapted from the work of Grant Wiggins and Jay McTighe 4 Stage 1 Essential Questions Remember: All parts of the lesson must be connected! Characteristics of Essential Questions ESSENTIAL QUESTIONS: These are questions which have more than one answer Questions which requires the student to make decisions about the answer If you can, try to avoid Yes/No questions. “How” and “why” are two good words to use. Questions that cannot be answered in one sentence Questions which require inquiry, research, and knowledge beyond surface understanding Questions might be controversial or pose a dilemma Think about Essential Questions as those which lead to “Enduring Understandings” Often, there are 3-5 Essential Questions for a unit. Important questions that recur throughout our lives (Overarching EQ) Make sense of the Big Idea and require student to make decisions about the answers Interpretation: What does the Red Badge of Courage reveal about human beings and war? Empathy: How might it feel if your home and land were destroyed by people in your country? Explanation: Was the Civil War avoidable? Perspective: How did the war look from the point of view of Native Americans, or the British? Application: How should the U.S. memorialize the war to best honor its legacy? Self-Knowledge: What do you believe is worth fighting for?* Essential Questions must be related to your Enduring Understandings *Based on the Six Facets from Grant Wiggins and Jay McTighe Avoid questions which can simply be answered with a “yes” or “no” unless they are provocative and students know that they will need evidence to support their answer. EQ Examples – WB pg. 88-90, 104, 106 *What is a just war? *How do cultural and political events both past and present, influence the process of scientific inquiry? *What makes a good story great? *Why is it necessary to be cautious when using mathematical models as predictors of future events? *What role does judgment play in solving mathematical problems? *How is a pea, a prairie dog, a praying mantis or a peacock like a person? *How do members of a community interact to help each other meet their basic needs? *How does the environment affect the way people build their homes, travel, protect & clothe themselves, eat and drink? *What does it mean to be a good citizen? *How much truth is there in fiction? *When is the “correct” answer not the best solution? *How does poetry reflect the world differently than stories, novels and reports? *Do you think a persuasive writing piece is an effective way of communicating? Explain your reasoning. *What makes someone a hero? *Can anyone be a hero? *Do you think you can be a hero? *Why do people need to know about the weather each day? *What are some different types of weather? *How can weather cause destruction? *What would life be like without money? *Why did people invent money? * Why do we study ancient civilizations? ©Diane Van Ausdall – Authentic Education (adapted from the work of Grant Wiggins and Jay McTighe) . 5 Adapted from the work of Grant Wiggins and Jay McTighe Essential Questions should be related to your Enduring Understandings. They should help students get to the understanding. There must be a connection. They should make students make a judgment and then support their answers with facts. EQ’s make students THINK! They encourage reasoning and justification. They are important questions that may recur throughout our lives. EQ’s engage a specific and diverse set of learners. EQ’s can be topical or overarching. List 3-5 Essential Questions. 1. 2. 3. 4. 5. Stage 1 (cont.) Knowledge WB pg.65 Content Grid*- Key Words, Ideas, Concepts, People etc. What is the terminology associated with this topic? What is the vocabulary associated with the unit? ©Diane Van Ausdall – Authentic Education (adapted from the work of Grant Wiggins and Jay McTighe) . 6 Adapted from the work of Grant Wiggins and Jay McTighe Stage 1 Knowledge What will students know? Remember: All parts of the lesson must be connected! WB pg. 66, 67, 119 Think about how your content would be organized in a meaningful way. For example: The Causes of World War I or The Steps in the Scientific Method. “Knowledge” means a collection of facts, ideas, or concepts. Look at the Content Grid for ideas. Students will know… 1. 3. 5. 2. 4. 6. Stage 1 Skills - WB pg. 66, 67, 119 What will students be able to do? Analyze Categorize Predict Trace Evaluate Critique Locate Write Persuasively Synthesize Plot Students will be able to… 1. 2. 3. Calculate Scale Create (a flow chart) Compare and Contrast Research Skills Computer skills Internet skills Measure Use a graphing calculator Differentiate between fact and opinion 4. 5. 6. Move on to Stage 2Stage 2 ©Diane Van Ausdall – Authentic Education (adapted from the work of Grant Wiggins and Jay McTighe) . 7 Adapted from the work of Grant Wiggins and Jay McTighe Stage 2 - Assessment Acceptable Evidence – How do you know if they understand? WB – Pg. 157-158, 161 Acceptable Evidence – Create different kinds of assessment (debate, quizzes, tests, performance tasks, projects, How do you know if they understand? writing prompts-essays, research papers, self-assessment instruments, internet projects, WB pg. 157-158, brochures, PowerPoint, 161 maps, charts…….) You must include a Performance-Based Assessment. Describe the performance and include the rubric. Try to make your assessment as authentic as possible. Do or create something where someone else will benefit. Try to have students solve a “real world” problem. Make sure you have SUFFICIENT evidence for assessment. Important: You need to be specific! For Example: If it’s an essay, what is the essay question? Who will be the audience? • Group Presentation Movie/Radio Informative or TV Play/Musical or Persuasive Speech Use communication program to... • Panel Discussion• Sing or Play an Recording U Instrument Radio or TV Variety Show • Demonstration/Exhibit Talk Show Use graphics to... Poster Cartoon Editorial Cartoon Oral Interpretation Radio TV Documentary Technical Report/Manual P • Information Interview Radio or TV Ad Instructions S • Role-Playing Radio/TV Report Sales Pitch E Slide-Tape Theatricals Show/Filmstrip (Skit, Play, Puppets, Etc.)•Scale or Working Model • Job Interview • Student-Led Conference Use spread Character/Person sheet to... Portrayal Conclusions from Analysis • Reenactment. Fairs (History, Science, Etc.) Use word processing to... •Recipe• Request Ideas/Input • Teach a Lesson Use a database Musical to...Rap/Jingle • Actual Product/InventionRope Jumping and Other Routines . E Marketing/Political Campaign • Meeting of the Minds Thoughts on Designing a Performance Based Assessment G – Goal – Task, Goal Problem, Challenge, Obstacles to overcome R – Role – What position do you want the student to take? (role playing) A – Audience – Appropriate target audience – Who will benefit from this presentation? S – Situation – What conditions does the student need to be aware of? P – Product/Performance and Purpose – What will the student create? S – Standards and Criteria for Success – Who will judge the work? What is the rubric? Make a Connection to the Community-Consider you Audience ©Diane Van Ausdall – Authentic Education (adapted from the work of Grant Wiggins and Jay McTighe) . 8 Adapted from the work of Grant Wiggins and Jay McTighe Describe the Performance-Task(s) And/0r Complete GRASPS on Pg. 9 Performance-Based Assessment(s) WB pg. 168, 169, 170-171, 173-174 Description of the Performance Task(s) – Details or Attach the GRASPS Handout with a rubric. 1. Traits/Criterion/Elements for Assessment #1 2. Traits/Criterion/Elements for Assessment #2 *Rubric : Attach rubric(s) at the end See Pg. 9 WB 182, 183, 188, 191, 192, ©Diane Van Ausdall – Authentic Education (adapted from the work of Grant Wiggins and Jay McTighe) . 9 Adapted from the work of Grant Wiggins and Jay McTighe GRASPS – This process can simulate real world experiences Authentic Performance Tasks Understanding is revealed in performance. Understanding is revealed as transferability of big ideas, knowledge, and skill, on challenging tasks in a variety of contexts. You may need more than one performance tasks in a unit to reveal the understandings. GRASPS Goal: o Your task is o The goal is to o The problem or challenge is o The obstacles to overcome are Role: o You are o You have been asked to o Your job is Audience: o Your clients are o The target audience is o You need to convince Situation: o The context you find yourself in is o The challenge involves dealing with Product, Performance, and Purpose: o You will create a in order to o You need to develop so that Standards and Criteria for Success: o Your performance needs to o Your work will be judged by o Your product must meet the following standards: o A successful result will * Fill in only the bullets that work for your task. For Performance Task example, see Wkbk. pg. 168, 169 For Performance Task example done with GRASPS, see Wkbk. 170-171 For Roles, Audience, Product, and Performance ideas, see Wkbk. 173-174. ©Diane Van Ausdall – Authentic Education (adapted from the work of Grant Wiggins and Jay McTighe) . 10 Adapted from the work of Grant Wiggins and Jay McTighe Other Assessment Evidence: WB 146-147, 142, 144-145, 142 1. 2. 3. 4. 5. Student Self-Assessment Library and Technology Skills* – If appropriate, summarize how library and technology skills are integrated within the unit and how you are collaborating with library and technology staff to plan and implement the unit. Stage 3 Stage Three – Learning Activities Thoughts on Designing Learning Activities W – Where are students headed? (Goal) Why are they headed there? H – How will you Hook the student? Create activities which are engaging E – Experiences students will have; What key ideas will students Explore? R – Reflect and Rethink; How will students Revise and Refine? E – Exhibit student work; How will students self-Evaluate T – Tailor and Personalize- How might the teacher appeal to a greater variety of learning styles by maximizing student options? O - How will the lessons be organized for maximum engagement? Remember: All parts of the unit must be connected! Your learning activities should be designed to get at your Enduring Understandings. ©Diane Van Ausdall – Authentic Education (adapted from the work of Grant Wiggins and Jay McTighe) . 11 Adapted from the work of Grant Wiggins and Jay McTighe Design Strategies Learning Strategies: Cause and Effect Modeling Inductive Reasoning Predicting Organizing Pictographic Analyzing Make Connections Practice Perspective Compare and Contrast Inferring Building Habits of Mind Inventing Systems Analysis Learning Activities: Lecture Research Field Trips Role Playing Reading Graphic Organizers Reflection Deductive Reasoning Classifying Sequencing Developing Charts Synthesizing “Think-Aloud” Specific Feedback Abstracting Analogies Syllogisms Self-Knowledge Problem Solving Experimenting Generalizing KWL Use All of the Senses Summarizing Recognizing Patterns Developing Graphs Evaluating Identify Misconceptions Opportunities to Revise Constructing Support Metaphors Contradictions Recognize Weak References Decision Making Inquiry Discussion Computers Video Simulations Independent Study Cooperative Learning AV Graphic Organizers Writing Learning Activities Meaningful and Engaging – Not just fun! Sequence them and include the “WHERE TO” Elements. Details are necessary. Use other side. 1. 7. 2. 8. 3. 9. 4. 10. 5. 11. 6. ©Diane Van Ausdall – Authentic Education (adapted from the work of Grant Wiggins and Jay McTighe) . 12. 12 Adapted from the work of Grant Wiggins and Jay McTighe Resources Please include all sources that you used as well as any other resources that would be helpful for someone to replicate this lesson design. Textbook and other print sources: Videos, Software, Data Banks: Special Materials: Internet Sources: (Title of the site and Address) ©Diane Van Ausdall – Authentic Education (adapted from the work of Grant Wiggins and Jay McTighe) . 13 Adapted from the work of Grant Wiggins and Jay McTighe What does a good unit design look like? (from the Second Edition of Understanding by Design *Clear performance goals, based on a genuine and explicit challenge. *Hands-on approach throughout; far less front-loaded “teaching” than typical. *Focus on interesting and important ideas, questions, issues, and problems. *Obvious real-world application, hence meaning for learners. *Powerful feedback system, with opportunities to learn from trial and error. *Big picture provided and clear throughout, with a transparent back-and-forth flow between the parts and the whole. *Clear models and modeling. *Time set aside for focused reflection. *Variety in methods, grouping, and tasks. *Safe environment for taking risks. *Teacher role resembles that of a facilitator or coach. *More of an immersion experience than a typical classroom experience. *Personalized approach, with more than one way to do the major tasks, and room for adapting the process and goal to style, interest, and need. UbD Self-Assessment Check List Yes No Unsure 1. Have I included the appropriate Standards 2. Does my summary include what the unit is about and what the students will do? 3. Are my Enduring Understandings important and appropriate? 4. Do my Essential Questions match the Enduring Understandings? 5. Are the Essential Questions significant and open-ended? 6. Do I have enough EQ’s to help “uncover” the EU’s? 7. Does my knowledge section identify the important facts and concepts needed to know to “uncover” the EU’s? 8. Am I encouraging students to develop higher level skills? 9. Does the Performance Task (s) assess the Enduring Understandings? 10. Is the Performance Task authentic? 11. Did I include an appropriate rubric(s)? 12. Are all 3 stages aligned? ( EU’s, EQ’s, Knowledge, Skills, Assessment and Learning Activities) 13. Is there enough assessment evidence? 14. Does the unit include student self-assessment and/or reflection? 15. Is there a hook? 16. Do the Learning Activities have enough detail? 17. Are the Learning Activities effective and engaging? 18. Are all the Learning Activities necessary? 19. Have I listed enough resources? 20. Have I covered all the elements of WHERE TO? 21. Is there enough information/detail in this UbD unit for someone else to replicate it? What are the strengths of this unit? I could use some help on….. ©Diane Van Ausdall – Authentic Education (adapted from the work of Grant Wiggins and Jay McTighe) . 14