Understanding by Design a.k.a. Backward Design

1. Understanding by Designa.k.a. Backward Design An introduction by Ingrid Veilleux, adapted by Laura King

2. Visual Metaphors for Units

3. Three Big Questions… • What is your goal? What is your big idea? • How will you know they have learned it? • What activities will lead you to your goal? ALIGNMENT

4. STAGE 1-DESIRED RESULTS Standards, GEs Understandings, Essential Questions Knowledge Skills

5. Why Essential Questions? Essential questions have 2 purposes: • To uncover the content • To go beyond the content (overarching questions) No differentiation.

6. ESSENTIAL QUESTIONS These questions are hooks to engage learners. These questions communicate the purpose to the learners.

7. Habits of Mind… • Begin with the end in mind • Align goals, assessment, and activities • Plan key questions for every unit • Be flexible in choice of activities so long as goals are met

8. Discuss with a partner… Which Habits of Mind come easily for you? Which are more challenging?

9. Performance Task Apply skills and knowledge Real world or simulated situation Summative assessment Other Assessment Formative assessment: quizzes, response tasks, interviews, learning logs, etc. STAGE 2 - ASSESSMENT

10. Performance Task Assessments allow students to… explain, interpret, apply, have perspective, empathize, and demonstrate self-knowledge about a given topic.[5]

11. Performance Task Eg. Driver’s Test Design Tool: (GRASPS) Goal – demonstrate your skills driving a vehicle Role – you are the driver Audience – DMV driving test supervisor Situation – You will drive while being assessed by supervisor Product – The road/driving test Standards for Success – Rules and Regulations, VT-DMV

12. Habits of Mind… • ALIGNMENT • Creative process is often messy • End product (unit plan) should be coherent • Teach for and assess transfer via performance tasks • (Turn and Talk… discuss how performance task assessments and essential questions are related?)

13. STAGE 3 – LEARNING ACTIVITIES • Best Practice teaching strategies • Consider Differentiation • Flexibility WHERETO Framework…

14. WHERETO FRAMEWORK FOR PLANNING LEARNING EXPERIENCES W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)? H = Hook all students and Hold their interest? E = Equip students, help them Experience the key ideas and Explore the issues? R = Provide opportunities to Rethink and Revise their understandings and work? E = Allow students to Evaluate their work and its implication's? T = Be Tailored (personalized) to the different needs, interests, and abilities of learners? O= Be Organized to maximize initial and sustained engagement as well as effective learning?

15. Learning Activities – Lots of flexibility here ! Consider… - elements of lesson design - concept attainment - elements of effective group work - deep learning, synthesis, connecting, interpreting - dialogue strategies - cooperative learning - drama, music, art – integrated - application of learning theory - memory and attention etc…

16. Twin sins… • Activity orientation • Textbook coverage

17. Discuss with a partner… • How is Understanding by Design (or Backward Design) similar and different from other unit planning models?

18. Bibliography • Wiggins & McTighe (2005). Understanding by Design. ASCD. • Wiggins & McTighe (2004). Understanding by Design: Professional Development Workbook. ASCD. • Tomlinson, Carol Ann and Jay McTighe (2006). Integrating Differentiated Instruction and Understanding by Design. ASCD.