understanding by design wiggins and mctighe pdf

Understanding by Design⁚ An Overview

Understanding by Design (UbD) is an educational framework that emphasizes curriculum development centered on student comprehension and the ability to transfer knowledge. It promotes a “backward design” approach, focusing on desired learning outcomes and evidence of understanding before planning instructional activities.

The Core Concept of Understanding by Design

At its heart, Understanding by Design (UbD) champions a shift in educational planning, advocating for a focus on student comprehension and the ability to transfer knowledge to new contexts. Instead of beginning with activities or textbooks, UbD emphasizes clarity about what students should understand and be able to do as a result of their learning. This core concept revolves around the idea that true understanding is demonstrated through performance and application, rather than merely recalling facts. It encourages educators to move beyond surface-level learning and design curriculum that fosters deep understanding. UbD promotes thinking about the desired learning results first, then determining how to assess that learning, and finally crafting activities and experiences. The core concept is fundamentally based on the idea that clear learning objectives and evidence-based assessment should guide the entire educational process, ensuring that all elements of the curriculum are aligned. This approach is a departure from traditional planning methods, where activities often drive the curriculum.

Backward Design Principles

The central tenet of Understanding by Design is the application of backward design principles. This approach dictates that curriculum development should begin with identifying the desired results or learning goals. These results encompass the enduring understandings, essential questions, and specific knowledge and skills that students should acquire. Once these are clarified, the next step involves determining acceptable evidence of learning, focusing on how students will demonstrate their understanding through various assessments. Only after these two stages are established does the design process move to planning learning experiences and instructional activities. The backward design principle ensures that all aspects of a unit of study are aligned with the desired learning outcomes, making the educational process more focused and effective. This approach contrasts with traditional methods where activities and textbooks are often chosen first. It is a purposeful process that ensures that the teaching is geared towards meeting predefined goals. By working backward from the desired end, backward design ensures that learning activities are relevant and purposeful.

Key Elements of the UbD Framework

The UbD framework is built upon key elements, including a three-stage backward design process. This process focuses on understanding and transfer, ensuring curriculum, assessment, and instruction are aligned towards achieving meaningful learning outcomes.

Three Stages of Backward Design

The backward design process, central to the UbD framework, involves three distinct yet interconnected stages. The first stage, “Identify Desired Results,” requires educators to clearly define what students should know, understand, and be able to do by the end of the unit or course. This includes considering relevant content standards, learning goals, and essential questions that will guide the learning. The second stage, “Determine Acceptable Evidence,” focuses on how student learning will be assessed. This means selecting or creating assessments that provide clear and valid evidence of student understanding and ability to transfer their knowledge. These assessments might include performance tasks, projects, quizzes, and observations. The final stage, “Plan Learning Experiences and Instruction,” involves crafting instructional activities and lessons that directly support the desired learning outcomes and prepare students for the assessments. This stage ensures that teaching methods and resources are aligned with the established learning goals and assessment evidence, making learning more focused and effective. The three stages ensure that the planning begins with the end in mind.

Focus on Understanding and Transfer

A core tenet of the Understanding by Design framework is its emphasis on promoting deep understanding rather than just memorization or surface-level knowledge. This involves helping students grasp the meaning of concepts, connect them to broader ideas, and see their relevance in the real world. The framework encourages educators to move beyond traditional content delivery to facilitate active inquiry and sense-making, enabling students to construct their own understanding. Another significant aspect is the focus on transfer, which involves applying learned knowledge and skills to novel situations and contexts. This goes beyond simply mastering content within the classroom to ensuring that students can use their learning effectively in different settings. UbD stresses the importance of designing learning experiences that specifically encourage transfer, including problem-solving, critical thinking, and creative application of knowledge. By focusing on both understanding and transfer, UbD aims to develop students who are not only knowledgeable but also adaptable, resourceful, and capable of lifelong learning. This approach prepares students to use what they have learned.

Authors and Publications

The Understanding by Design framework is primarily attributed to Grant Wiggins and Jay McTighe. Their collaborative work has resulted in significant publications, including the influential book “Understanding by Design” and related guides.

Wiggins and McTighe’s Key Contributions

Grant Wiggins and Jay McTighe are renowned for their groundbreaking work in education, specifically in the area of curriculum design. Their key contribution lies in the development and popularization of the Understanding by Design (UbD) framework. This framework has revolutionized how educators approach curriculum planning by shifting the focus from activity-based teaching to a more intentional, results-oriented approach. Wiggins and McTighe emphasized the importance of focusing on student understanding and the ability to transfer learning to new contexts. Their work introduced the concept of “backward design,” a planning process that begins with desired learning outcomes and works backward to determine assessment methods and instructional strategies; This approach has challenged traditional curriculum development methods that often begin with textbooks and activities. They advocate for curriculum that promotes deep learning and inquiry. Wiggins and McTighe’s work has had a broad impact on educators and educational institutions around the world. They have authored several publications, including “Understanding by Design,” which is a cornerstone text in educational design.

“Understanding by Design” Book

The book “Understanding by Design,” authored by Grant Wiggins and Jay McTighe, is a seminal work in the field of education, providing a comprehensive guide to the UbD framework. This book explains the core principles of backward design, emphasizing a focus on learning outcomes and evidence of understanding. It explores the meaning of key concepts such as essential questions and transfer tasks. The book provides a practical guide for educators to create effective curriculum units that promote deep learning and engagement. The “Understanding by Design” book has been revised and expanded, incorporating feedback from educators worldwide. It presents a research-based approach to curriculum design, demonstrating how the UbD principles can be applied across various subject areas and educational settings. It challenges traditional curriculum planning methods, advocating for a more intentional approach centered on student understanding. The book offers practical strategies, tools, and examples to support educators in developing high-quality learning experiences. It serves as a cornerstone resource for teachers, curriculum developers, and educational leaders seeking to implement the UbD framework.

The Understanding by Design Guide to Creating High-Quality Units

“The Understanding by Design Guide to Creating High-Quality Units,” also by Grant Wiggins and Jay McTighe, serves as a practical companion to their foundational work. This guide provides educators with a step-by-step approach to implementing the UbD framework in designing curriculum units. It offers a detailed exploration of the three stages of backward design, guiding teachers through identifying desired results, determining acceptable evidence, and planning learning experiences and instruction. The guide includes updated templates and tools to assist educators in developing comprehensive and aligned units. It highlights the importance of focusing on both understanding and transfer, emphasizing the need for students to not only grasp concepts but also apply them in new contexts. This resource offers insights into crafting essential questions, performance tasks, and assessment strategies that effectively measure student learning. It reflects the authors’ continued commitment to refining and enhancing the UbD framework, providing educators with the latest strategies and best practices for creating engaging and effective learning experiences. The guide is an invaluable resource for educators seeking to develop high-quality curriculum units grounded in the principles of backward design.