Stage 1:
Identify Desired
Results Learning Goals
Monday, July 30th, 2012
What is Understanding by Design?
Traditional Lesson Planning
Find cool activities to
use in the class.
Figure out how to teach
and grade activities.
Align activities to the
standards and core
curriculum.
UBD Planning
Understand the
larger picture of what
needs to be learned.
Plan for students
learning and
understanding
Develop cool activities to use in
class that stay with the student
FOREVER!
What You Need to do for
Your Lesson Plan
Stage 1- Establishing what is to be learned.
Stage 2- Determine how the learning is
accomplished.
Stage 3- Develop the COOL learning activities.
Don’t forget about
technology integration!
What will you do?
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Complete your
lesson plan and
supplements. Have
them ready by
Thursday morning.
Lesson Plan Template
We will complete the Established Goal(s) section on Wednesday.
Established Goal(s): (National, State, District Standards)
Stage 1: Identify Desired
Results - Learning Goals
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Step 1: Enduring Understandings
Step 2: Essential Questions
Step 3: Knowledge and Skills
Step 4: Six Facets of Understanding
Step 1:
Enduring Understandings
What Enduring Understandings are desired?
Step 1:
Enduring Understandings
•
Big ideas that we want students to “get
inside of” and retain after the details are
forgotten.
•
Provide a larger purpose for learning the
targeted content: they implicitly answer the
question, “Why is this topic worth
studying?”
Step 1:
Enduring Understandings
They are the unit concepts that:
1. Have lasting value beyond the classroom
2. Will be retained after the details have been
forgotten
3. Reside at the heart of the discipline
4. Uncover the concept by “doing” the subject
5. Offer potential for engaging students
Enduring Understandings
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Examples:
 Specify something to
be understood.
 Focus on big ideasabstract and
transferable.
 The understanding
will need to be
uncovered, because it
is abstract and not
immediately obvious.
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Non-examples:
 Phrase, not sentence
 Refers to big ideas, but offers
no specific claims
 Simply states straightforward
fact, no inquiry is required
 Truism: fails to specify what we
want the learner to understand
 Refers to set of skills, but does
not offer transferable strategies
or principles about them
Examples of
Understandings
Non-examples of
Understandings
An
effective story engages the
reader by setting up tensionsthrough questions, mysteries,
dilemmas, uncertainties- about
what will happen next.
Audience
When
liquid water disappears,
it turns into water vapor and can
reappear as liquid if the air is
cooled.
Water
Correlation
Things
does not ensure
and purpose.
covers three-fourths of the
earth’s surface.
are always changing.
causality.
Decoding
is necessary but not
sufficient in reading for meaning.
Sounding
out, looking at pictures.
Sample Enduring
Understandings
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Writing from another person’s point of view can
help us to better understand the world, ourselves,
and others.
Sometimes a correct mathematical answer is not
the best solution to messy, “real-world” problems.
Cultural customs in the Hispanic countries
regarding interactions between individuals
determine if conversation is formal and informal.
Step 2:
Essential Questions
What Essential Questions will be considered?
Step 2:
Essential Questions
 Point to the heart of the discipline
 Recur naturally
 Raise other important questions
 Provide subject- and topic- specific
doorways to enduring understandings
 Have no obvious “right” answer
 Are deliberately framed to provoke and
sustain student interest
Tips for using
Essential Questions
Organize programs, courses, units of study,
and lessons around the questions.
Select or design assessment tasks that are
explicitly linked to the questions.
Edit the questions to make them as engaging
and provocative as possible for the
particular age group.
Derive and design specific concrete exploratory
activities and inquiries for each question.
Examples of Essential
Questions
 How can macroeconomics inform
microeconomics (and vice versa)?
 How are sounds and silence organized in
various musical forms?
 To what extent can use of formal and
informal conversation techniques
demonstrate cultural understanding?
 What are the pros and cons of technological
progress?
Overarching
vs
Topical
• Transcend the content
knowledge of the unit
• Are specific to the unit
topic
• Could appropriately
express a given concept
found in most grade
levels and courses
• Involve generalizations
derived from the specific
content knowledge and
skills of the unit
Overarching
• How do effective writers
hook and hold their
readers?
• Is history the story told by
the “winners”?
• How are materials
recycled or disposed of?
• Does art have a
message?
vs
Topical
• What is unique about the
mystery genre?
• Does separation of
powers create a
deadlock?
• How do the structure and
behavior of insects
enable them to survive?
• What do masks and their
use reveal about the
culture?
Step 3:
Knowledge and Skills
Students will know / be able to
Step 3:
Knowledge and Skills
Other important pieces of knowledge and skills
discovered as you identify the essential
understandings
These should be included because they are
related to the essential understanding or
focus of the unit.
Key Knowledge and Skills
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Vocabulary
Terminology
Definitions
Key factual information
Formulas
Critical details
Important events and
people
Sequence and timelines
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Basic skills
Communication skills
Thinking skills
Research, inquiry,
investigation skills
Study skills
Interpersonal, group skills
Technology skills
Examples of Knowledge
Students will know:
– Ways artists employ various technologies
– Appropriate uses for “tú” vs. Ud.
– Relevant vocabulary words
– How to describe and compare common
items using measurement
Step 4: What are Six Facets of
Understanding?
Students may exhibit understanding
through six interrelated ability levels:
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Explanation
Interpretation
Application
Perspective
Empathy
Self-knowledge
Explanation
Students provide evidence to back up claims and
assertions and provide thorough, supported, and
justifiable accounts of phenomena, facts, and data.
Misconceptions:
– If the student gives a correct answer to a complex
and demanding question, he must have an indepth understanding.
– If the student cannot write an explanation of his
views, he lacks understanding.
Interpretation
Students tell meaningful stories, offer apt translations,
provide revealing historical or personal dimensions to
ideas and events, and make learning personal
through images, anecdotes, analogies, and models.
Misconception:
– If the student offers an engaged and rich
response to literature, he understands that work
of literature.
Application
Students effectively use and adapt what they know
within new settings and real-world situations,
including authentic problem-solving, decisionmaking, and conflict resolution.
Misconceptions:
– Any effective performance with knowledge
indicates understanding of that knowledge.
– Any ineffective performance with knowledge
indicates a lack of understanding of that
knowledge.
Perspective
Students observe both the big picture and the multiple
perspectives that comprise it, examining and
assessing various points of view or conflicting issues
surrounding a topic, issue, or theme.
Misconception:
– Having an opinion equals having a perspective.
Empathy
Students walk in the shoes of a fictional character,
historical figure, or contemporary individual. They
find value in what at first may appear to them as odd,
alien, or implausible.
Misconceptions:
– Empathy is affect, synonymous with sympathy or
heartfelt rapport.
– Empathy requires agreement with the point of
view in question.
Self-Knowledge
Students monitor their own comprehension and revise,
rethink, reflect, and revisit their growing
understanding. They also can articulate what they
understand- and fail to understand- in what they are
studying or investigating.
Misconception:
– Self-knowledge equals self-centeredness.
Your Homework…
Complete Understandings, Questions,
Knowledge and Skills.
Your Homework…
Start thinking of how students will
demonstrate their knowledge.