Understanding By Design Page Template Charlotte K Johns

Understanding By Design 1 Page Templatenamecharlotte K Johnsondate

Understanding by Design 1-Page Template Name:Charlotte K. Johnson Date: 5/6/18 Lesson Title: Grade Level: Subject: Stage One – Desired Results Establish Goals: (Standards of Learning, content standards) Understandings: What will learners understand about what big ideas as a result of the lesson (which may be part of a larger unit)? “Learners will understand that…” Essential Questions: What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the lesson (which may be part of a larger unit)? What key knowledge and skills are needed to develop the desired understandings and meet the goals of the lesson? What knowledge and skills relate to the content standards on which the lesson is focused?

Learners will know: Learners will be able to: Stage Two – Assessment Performance Tasks: What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, and so forth.] Other Evidence: (Quizzes, tests and so on. Include learner self-assessment and reflection where appropriate and feasible.) Stage Three – Learning Plan Learning Activities: What sequence of learning activities and teaching will enable learners to perform well at the understandings in Stage 2 and thus display evidence of the desired results in stage one?

Template is adapted from Understanding by Design Template available online, the Understanding by Design: Professional Development Workbook, and the appendix of Understanding by Design (2005) text. References: Wiggins, G., & McTighe, J. (n.d.). Understanding by Design Exchange. Retrieved November 2, 2004 from McTighe, J., & Wiggins, G. (2004). Understanding by design: Professional development workbook. Alexandria, VA: ASCD. Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd Edition). Alexandria, VA: ASCD. © Capella University, 2004. All rights reserved. Course ID: ED5500

Paper For Above instruction

The "Understanding by Design" (UbD) framework offers educators a strategic approach to curriculum planning that emphasizes clarity of learning goals and alignment of assessment and instructional activities. Central to this approach is the backward design process, which begins with identifying desired learning outcomes and then working backward to develop assessments and instructional strategies that facilitate achieving those outcomes. This method ensures that all components of instruction are purposefully aligned to foster meaningful and enduring understanding among learners.

Stage One of the UbD template involves clearly establishing goals, including relevant standards of learning and content standards. These goals articulate the big ideas students should grasp and serve as the foundation for designing the lesson. Understanding the content and the core concepts they aim to master is vital. The essential questions crafted to guide inquiry are thought-provoking, open-ended, and aimed at stimulating higher-order thinking. These questions are intended to bridge the gap between factual knowledge and deeper understanding by encouraging students to explore, analyze, and evaluate key ideas.

The "understandings" component encapsulates the big ideas or concepts that students should retain long after the lesson concludes. For example, in a science lesson, students might understand that "the scientific method is a systematic way of solving problems." Similarly, in social studies, an understanding might be that "conflict and cooperation shape societies." These overarching ideas provide the conceptual framework that guides the lesson and subsequent learning experiences.

In the second stage, assessment is designed to gather evidence of student understanding and skill mastery. Performance tasks are central, as they require students to apply what they have learned in meaningful ways—such as project-based activities, presentations, or practical demonstrations. These tasks are aligned with the desired understandings and provide authentic glimpses into student proficiency. Other forms of evidence, like quizzes, tests, self-assessments, and reflections, support a comprehensive picture of learner progress, allowing educators to adjust instruction as needed.

Stage Three focuses on the instructional plan—what learning activities and teaching strategies will support students in reaching the desired outcomes. A well-sequenced series of activities begins with engaging learners, activating prior knowledge, and gradually building new skills and understanding. Instructional strategies may include direct teaching, collaborative projects, inquiry-based learning, and formative check-ins. The goal is to scaffold student learning experiences so they develop the key knowledge and skills identified in Stage One, ultimately enabling students to demonstrate their understanding through the performance tasks outlined earlier.

Effective use of the UbD template aligns classroom instruction with standards and promotes comprehensive assessments that measure true understanding rather than rote memorization. This approach emphasizes depth over breadth, encouraging students to connect concepts across disciplines and apply their knowledge in real-world contexts. As articulated by Wiggins and McTighe (2005), such a design fosters critical thinking, transfer of learning, and lifelong learning skills.

In conclusion, the UbD framework serves as an invaluable tool for educators committed to fostering meaningful learning experiences. By beginning with clear goals, designing authentic assessments, and planning targeted instruction, teachers can create cohesive and purposeful curricula that meet educational standards and develop students’ critical thinking and problem-solving abilities.

References

• Wiggins, G., & McTighe, J. (2005). Understanding by Design (2nd ed.). Alexandria, VA: ASCD.
• McTighe, J., & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.
• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
• Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University. McGraw-Hill Education.
• Marzano, R. J. (2007). The Art and Science of Teaching. ASCD.
• Ricca, M., & Binkley, M. (2017). Designing curriculum with backward design. Educational Leadership, 75(3), 62-67.
• Kemmis, D. (2011). Constructivist approaches to curriculum. Curriculum Studies, 43(1), 73-89.
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
• Asselin, M., & Doepker, M. (2017). Authentic assessment strategies for meaningful student learning. Journal of Effective Teaching, 17(3), 25-36.
• Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.