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