© 2002 Grant Wiggins & Jay McTighe UBD 08/2002 Understanding by Design The ‘Big Ideas’ of UbD.
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Transcript of © 2002 Grant Wiggins & Jay McTighe UBD 08/2002 Understanding by Design The ‘Big Ideas’ of UbD.
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Understanding by Design
The ‘Big Ideas’of UbD
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of (“Backward”) Design
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Overarching understandings
Knowledge and skill to be acquired
Essential Questions
Understanding by Design Template
The UbD template embodies the 3 stages of “Backward Design”
The template provides an easy mechanism for exchange of ideas
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
The “big ideas” of each stage:
Assessment Evidence
Learning Activities
Understandings Essential Questions
stage
2
stage
3
Standard(s):
stage
1
Performance Task(s): Other Evidence:
Unpack the content standards and ‘content’, focus on big ideas
Analyze multiple sources of evidence, aligned with Stage 1
Derive the implied learning from Stages 1 & 2
What are the big ideas?
What’s the evidence?
How will we get there?
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Components of Each Stage
LT
OE
R
U
K
Q
CS
Stage 1 Stage 2 Stage 3
Understandings
Questions
ContentStandards
Knowledge & Skill
Task(s)
Rubric(s)
OtherEvidence
LearningPlan
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Standards
Process Standards
Content Standards
Grade Level Expectations
“I Can” Statements
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
The big ideas provide a way to connect and recall knowledge
HumorFigurative Language
Originality
Passion
Honesty & Insight
Big Idea: A writer’s voice produces a memorable experience in the reader
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Other Big Ideas in Literacy: Rational persuasion vs. manipulation Audience and purpose in writing A story, as opposed to merely a list
of events linked by “and then…” Reading between the lines writing as revision A non-rhyming poem vs. prose Fiction as a window into truth A critical yet empathetic reader A writer’s voice
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Questions for identifying truly “big ideas”
Does it have many layers and nuances, not obvious to the naïve or inexperienced person? Reflect the core ideas as judged by experts?
Is it (therefore) prone to misunderstanding as well as disagreement?
Can it be used throughout K-12?
Are you likely to change your mind about its meaning and importance over a lifetime?
You’ve got to go below the surface...
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
to uncover the really ‘big ideas.’
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design, elaborated
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Stage 1 – Identify desired results.
Key: Focus on Big ideas Enduring Understandings: What specific insights
about big ideas do we want students to leave with?
What essential questions will frame the teaching and learning, pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content?
What should students know and be able to do? What content standards are addressed explicitly
by the unit?
U
K
Q
CS
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
The “Big Idea” of Stage 1:
There is a clear focus in the unit on the big ideas
Implications: Organize content around key concepts Show how the big ideas offer a purpose and
rationale for the student! You will need to “unpack” Content standards in
many cases to make the implied big ideas clear
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
An understanding is a “moral of the story” about the big
ideas
What specific insights will students take away about the the meaning of
‘content’ via big ideas? Understandings summarize the
desired insights we want students to realize
From Big Ideas to Understandings about them U
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Understanding, defined: They are...
Specific generalizations about the “big ideas.” They summarize the key meanings, inferences, and importance of the ‘content’
Deliberately framed as a full sentence “moral of the story” – “Students will understand THAT…”
Require “uncoverage” because they are not “facts” to the novice, but unobvious inferences drawn from facts - counter-intuitive & easily misunderstood
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Understandings: Examples... Great artists often break with
conventions to better express what they see and feel.
Friendships can be deepened or undone by hard times
History is the story told by the “winners”
The storyteller rarely tells the meaning of the story
U
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Knowledge vs. Understanding An understanding is an unobvious
and important inference, needing “uncoverage” in the unit; knowledge is a set of established “facts.”
Understandings make sense of facts, skills, and ideas: they tell us what our knowledge means; they ‘connect the dots’
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Essential QuestionsWhat questions –
Are arguable - and important to argue about Are at the heart of the subject Recur - and should recur - in professional
work, adult life, as well as in classroom inquiry
Raise more questions – provoking and sustaining engaged inquiry
Often raise important conceptual or philosophical issues
Can provide organizing purpose for meaningful & connected learning
Q
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Sample Essential Questions: Who are my true friends - and how do
I know for sure? Does a good read differ from a ‘great
book’? Why are some books fads, and others classics?
To what extent is geography destiny? How different is a scientific theory
from a plausible belief? What is the government’s proper
role?
Q
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design: Stage 2
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Stage 2 – Assessment Evidence
What are key complex performance tasks indicative of understanding?
What other evidence will be collected to build the case for understanding, knowledge, and skill?
What rubrics will be used to assess complex performance?
T
OE
R
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
The big ideafor Stage 2
The evidence should be credible & helpful. Assessments should –
Be grounded in real-world applications, supplemented as needed by more traditional school evidence
Provide useful feedback to the learner, be transparent, and minimize secrecy
Be valid, reliable, and fair - aligned with the desired results of Stage 1
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Just because the student “knows it” …
Evidence of understanding is a greater challenge than evidence that the student knows a correct
or valid answer Understanding is inferred, not seen It can only be inferred if we see evidence
that the student knows why (it works) so what? (why it matters), how (to apply it) – not just knowing that specific inference
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Assessment of Understanding via the 6 facets
i.e. You really understand when you can:
Explain, connect, systematize, predict it Show its meaning, importance Apply or adapt it to novel situations See it as one plausible perspective among
others, question its assumptions See it as its author/speaker saw it Avoid and point out common
misconceptions, biases, or simplistic views
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Scenarios for Authentic TasksBuild assessments anchored
in authentic tasks using GRASPS:
What is the Goal in the scenario? What is the Role? Who is the Audience? What is your Situation (context)? What is the Performance
challenge? By what Standards will work be
judged in the scenario?
SPS
GRA
T
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Reliability: Snapshot vs. Photo Album
We need patterns that overcome inherent measurement error
Sound assessment (particularly of State Standards) requires multiple evidence over time - a photo album vs. a single snapshot
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
For Reliability & Sufficiency:Use a Variety of Assessments
Varied types, over time: Authentic tasks and projects Academic exam questions,
prompts, and problems Quizzes and test items Informal checks for
understanding Student self-assessments
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Some key understandings about assessment The local assessment is direct; the
MAP is indirect (an audit of local work)
The only way to assess for understanding is via contextualized performance - “applying” in the broadest sense our knowledge and skill, wisely and effectively
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design: Stage 3
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Stage 3 Big Idea:
EFFECTIVE
and
ENGAGING
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Stage 3 – Plan Learning Experiences & Instruction
A focus on engaging and effective learning, “designed in” What learning experiences and
instruction will promote the desired understanding, knowledge and skill of Stage 1?
How will the design ensure that all students are maximally engaged and effective at meeting the goals?
L
© 2002 Grant Wiggins & Jay McTighe UBD 08/2002
Think of your obligations via W. H. E. R. E. T. O.
“Where are we headed?” (the student’s Q!)
How will the student be ‘hooked’?What opportunities will there be to be equipped, and to experience and explore key ideas?
What will provide opportunities to rethink, rehearse, refine and revise?
How will students evaluate their work?How will the work be tailored to individual needs, interests, styles?
How will the work be organized for maximal engagement and effectiveness?
WHE
E
R
L
TO