Understanding by Design

1. Understanding by Design Understanding and Creating Effective Instructional Design ED 3501: Curriculum and Instruction Section GHI - Fall 2007

2. Understanding by Design • The Essential Question: • What do we want learners to understand, know, and be able to do several years from now, once they have forgotten the details? ED 3501: Curriculum and Instruction Section GHI - Fall 2007

3. Understanding by Design • Enduring Understanding: • defines core ideas and processes • central to a discipline or concept • transferable to other content and contexts • enduring value beyond the classroom Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development ED 3501: Curriculum and Instruction Section GHI - Fall 2007

4. Understanding by Design • Enduring Understanding: • summarizes strategic skills and principles • constructed inductively by doing • incorporates realistic contexts and real-world problems and solutions • actualizes fundamental “big ideas” Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development ED 3501: Curriculum and Instruction Section GHI - Fall 2007

5. Understanding by Design • “Big Ideas”- anchor understandings • are broad, abstract, universal, timeless • connect and organize important ideas, skills and facts • are contextually and chronologically transferable • are conceptual, thematic, theoretical Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development ED 3501: Curriculum and Instruction Section GHI - Fall 2007

6. “Backward Design” Defining Evidence Of Achievement Directs Instruction For Learning Determine Acceptable Evidence Clear Learning Outcomes Focus Assessment of Learning Plan Learning Experiences And Instruction Identify Desired Outcomes Analysis of Critical Assessment Standards Determine and Clarify Learning Outcomes ED 3501: Curriculum and Instruction Section GHI - Fall 2007

7. The “Design” Approach: • What essential outcomes are worthy and requiring of understanding? • What would be evidence of enduring understanding? • What teaching and learning experiences promote, foster, and support understanding, interest, and excellence? ED 3501: Curriculum and Instruction Section GHI - Fall 2007

8. Assessing Understanding • Facets of Understanding: • Explanation • Interpretation • Application • Perspective • Empathy • Self-Knowledge “Performance Verbs” Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development ED 3501: Curriculum and Instruction Section GHI - Fall 2007

9. Assessing Understanding • Authentic Performance Tasks • are and/or reflect “real-life” assignments • require presentation to a real audience • have authentic specific purpose and goals • require personalization and contextualization • have transparent evaluative criteria and standards • engage students purposefully over time Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development ED 3501: Curriculum and Instruction Section GHI - Fall 2007

10. Essential Knowledge: “Learners will know ...” vocabulary terminology definitions key factual information formulae critical details events sequences Essential Skills: “Learners will be able to ...” code/decode compute, calculate communicate, present compare, infer, analyze, interpret inquire, investigate collaborate Assessing Understanding Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development ED 3501: Curriculum and Instruction Section GHI - Fall 2007

11. Establishing Instructional Priorities • “E”: What are the ESSENTIAL learning outcomes? • What are the enduring understandings that learners must acquire? • What skills are necessary in order to be able to demonstrate understanding? • What knowledge is required to support this understanding? Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development ED 3501: Curriculum and Instruction Section GHI - Fall 2007

12. Establishing Instructional Priorities • ““I”: What content and skills is it IMPORTANT for learners to have? • What content contains and defines the essential outcomes? • What framework of ideas complements the essential learning? Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development ED 3501: Curriculum and Instruction Section GHI - Fall 2007

13. Establishing Instructional Priorities • “F”: What content is it worth being FAMILIAR with? • What other ideas surround these key ideas, topics, and concepts? • What connected ideas and experiences are inherently interesting? • What experiences are potentially engaging and motivating? Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development ED 3501: Curriculum and Instruction Section GHI - Fall 2007

14. Establishing Instructional Priorities IMPORTANT E ESSENTIAL I F Familiar ED 3501: Curriculum and Instruction Section GHI - Fall 2007

15. Establishing Instructional Priorities Big Ideas Enduring Understandings E ESSENTIAL Core Tasks What will they remember and still understand 5, 10, 20 years from now? ED 3501: Curriculum and Instruction Section GHI - Fall 2007

16. Establishing Instructional Priorities Things learners need to know: vocabulary, terminology, definitions, key facts, formulae, critical details, etc IMPORTANT I What do they need to know and be able to do this term to pass this course? Things learners need to be able to do: computation, communication, investigation, application, presentation, preparation, etc ED 3501: Curriculum and Instruction Section GHI - Fall 2007

17. Establishing Instructional Priorities Supplementary information, concepts, and ideas Nonessential related terminology, vocabulary, facts, formulae, and details F Familiar Supporting, interesting, or motivating activities and experiences. What would be interesting, motivating, enriching? ED 3501: Curriculum and Instruction Section GHI - Fall 2007

18. Establishing Instructional Priorities From established content standards: Programs of Study IMPORTANT E ESSENTIAL I F Familiar What is .... -Essential -Important -Worth being familiar with? ED 3501: Curriculum and Instruction Section GHI - Fall 2007

19. Understanding the Program of Study • Assignment 1 - Curriculum Foundations • Compare and contrast two core Programs of Study, considering • the “front matter” of each • one unit from each • The class will use the concepts of essential understanding, knowledge, and skill to develop assessment criteria for this assignment ED 3501: Curriculum and Instruction Section GHI - Fall 2007

20. References: • Arter, J. & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA. Corwin Press. • Brown, J. (2004). Making the most of understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development • Stiggins, R., Arter, J., Chappius, J., & Chappius, S. (2004). Classroom assessment for student learning: Doing it right – doing it well. Portland, OR. Assessment Training Institute ED 3501: Curriculum and Instruction Section GHI - Fall 2007

21. References: • Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development • Wiggins, G., & McTighe, J. (2004). Understanding by design: Professional development workbook. Alexandria, VA. Association for Supervision and Curriculum Development • Wiggins, G., & McTighe, J. (2005, 2nd Edition). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development ED 3501: Curriculum and Instruction Section GHI - Fall 2007