Scribd Logo
Upload

Welcome to Scribd!

  • 139 views

    Understanding by Design

    Uploaded by

    DanicaCristobal
    Understanding by Design (UbD) is a framework that helps teachers design curriculum focused on developing student understanding. It follows a three stage "backward design" process where teachers first identify the desired learning goals and assessments, then plan lessons and activities. The goals focus on transferring understanding to new situations. Assessments include performance tasks that require applying learning in authentic ways. Lessons are planned to address transferring understanding, making meaning of ideas, and acquiring key knowledge. The framework is intended to improve student achievement by clarifying goals and ensuring assessments and instruction support deep understanding.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Understanding by Design

    Uploaded by

    DanicaCristobal
    139 views2 pages
    Understanding by Design (UbD) is a framework that helps teachers design curriculum focused on developing student understanding. It follows a three stage "backward design" process where teachers first identify the desired learning goals and assessments, then plan lessons and activities. The goals focus on transferring understanding to new situations. Assessments include performance tasks that require applying learning in authentic ways. Lessons are planned to address transferring understanding, making meaning of ideas, and acquiring key knowledge. The framework is intended to improve student achievement by clarifying goals and ensuring assessments and instruction support deep understanding.

    Original Description:

    English Teaching Understanding by Design

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Understanding by Design (UbD) is a framework that helps teachers design curriculum focused on developing student understanding. It follows a three stage "backward design" process where teachers first identify the desired learning goals and assessments, then plan lessons and activities. The goals focus on transferring understanding to new situations. Assessments include performance tasks that require applying learning in authentic ways. Lessons are planned to address transferring understanding, making meaning of ideas, and acquiring key knowledge. The framework is intended to improve student achievement by clarifying goals and ensuring assessments and instruction support deep understanding.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    139 views2 pages

    Understanding by Design

    Uploaded by

    DanicaCristobal
    Understanding by Design (UbD) is a framework that helps teachers design curriculum focused on developing student understanding. It follows a three stage "backward design" process where teachers first identify the desired learning goals and assessments, then plan lessons and activities. The goals focus on transferring understanding to new situations. Assessments include performance tasks that require applying learning in authentic ways. Lessons are planned to address transferring understanding, making meaning of ideas, and acquiring key knowledge. The framework is intended to improve student achievement by clarifying goals and ensuring assessments and instruction support deep understanding.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 2

    Written Report in Understanding by Design

    Dalia S. Cristobal
    Understanding by Design or UbD is a framework for improving student achievement. It
    works within the standards-driven curriculum to help teachers clarify learning goals,
    devise revealing assessments of student understanding, and craft effective and
    engaging learning activities.
    This is a curriculum model advocated primarily by Jay Mc Tighe and Grant Wiggins in
    their book, Understanding by Design (2005).
    Understanding by Design is based on the following key ideas:
    1) A primary goal of education should be the development and deepening of student
    understanding.
    2) Understanding is revealed when students autonomously make sense of and transfer
    their learning through authentic performance.
    3) It is a framework for improving student achievement.
    4) It works within the standards-driven curriculum to help teachers clarify learning
    goals, devise revealing assessments of student understanding, and craft effective
    and engaging learning activities.
    5) Effective curriculum development reflects a three-stage design process called
    "backward design" that delays the planning of classroom activities until goals have
    been clarified and assessments designed.
    6) Student and school performance gains are achieved through regular reviews of
    results followed by targeted adjustments to curriculum and instruction.
    7) Teachers, schools, and districts benefit by "working smarter" through the
    collaborative design, sharing, and peer review of units of study.
    The UbD framework offers a three-stage backward design process for curriculum
    planning, and includes a template and set of design tools that embody the process.
    Stage 1Identify Desired Results
    In the first stage of backward design, we content standards (national, state, province,
    and district), and review curriculum consider our goals, examine established
    expectations. Because there is typically more content than can reasonably be
    addressed within the available time, teachers are obliged to make choices.
    This first stage in the design process calls for clarity about priorities.
    Stage 1 focuses on transfer of learning. Essential companion questions are used to
    engage learners in thoughtful meaning making to help them develop and deepen their
    understanding of important ideas and processes that support such transfer.

    Stage 2Determine Assessment Evidence


    In Stage 2, we distinguish between two broad types of assessmentperformance tasks
    and other evidence. The performance tasks ask students to apply their learning to a
    new and authentic situation as means of assessing their understanding and ability to
    transfer their learning.
    In the UbD framework, we have identified six facets of understanding for assessment
    purposes.
    1. Explanation
    2. Interpretation
    3. Application
    4. Perspective
    5. Empathy
    6. Self- Knowledge

    Stage 3Plan Learning Experiences and Instruction


    In Stage 3 of backward design, teachers plan the most appropriate lessons and learning
    activities to address the three different types of goals identified in Stage 1: transfer,
    meaning making, and acquisition (T, M, and A).
    Teaching for transfer means that learners are given opportunities to apply their learning
    to new situations and receive timely feedback on their performance to help them
    improve.

    You might also like