Understanding by Design Workshop
"SMART" Learning Objectives:
By the end of this section, you will be able to:
1) Explain the key characteristics of the 3 stages in the understanding by design (UbD) model as developed by Wiggins and McTighe (2011).
2) Justify the use of the understanding by design approach in course design
3) Design a unit by utilizing the 3 stages of the understanding by design model.
1) Explain the key characteristics of the 3 stages in the understanding by design (UbD) model as developed by Wiggins and McTighe (2011).
2) Justify the use of the understanding by design approach in course design
3) Design a unit by utilizing the 3 stages of the understanding by design model.
Workshop Overview:
What is Understanding by Design?
Understanding by Design (UbD) is a course design model developed by Wiggins and McTighe (2011) which uses principles of backward design to ensure deep understanding and long-term learning transfer. Essentially, when using this model, we start with the learning goal in mind (stage 1), followed by developing appropriate assessments to ensure the learning goals are met (stage 2), and end with planning learning activities (stage 3). What I like about this model is that it is not strictly regimented and each stage can be used flexibly to meet the designer's needs.
Understanding by Design (UbD) is a course design model developed by Wiggins and McTighe (2011) which uses principles of backward design to ensure deep understanding and long-term learning transfer. Essentially, when using this model, we start with the learning goal in mind (stage 1), followed by developing appropriate assessments to ensure the learning goals are met (stage 2), and end with planning learning activities (stage 3). What I like about this model is that it is not strictly regimented and each stage can be used flexibly to meet the designer's needs.
Stage 1: Identifying Desired Results.
The first step in the UbD model involves identifying the core learning goals for the unit. We start out by identifying relevant standards developed by an authoritative professional organization in the field of interest. These standards establish reliability when designing course goals, can serve as a reference for both the students and the instructor, and are tied to both the learning goals in Stage 1, and the assessment tasks in Stage 2 (Wiggins & McTighe, 2011).
The first step in the UbD model involves identifying the core learning goals for the unit. We start out by identifying relevant standards developed by an authoritative professional organization in the field of interest. These standards establish reliability when designing course goals, can serve as a reference for both the students and the instructor, and are tied to both the learning goals in Stage 1, and the assessment tasks in Stage 2 (Wiggins & McTighe, 2011).
In Stage 1, learning goals are divided into those which promote deep understanding for long-term knowledge transfer, and those which require acquisition of short-term knowledge and skills (Wiggins & McTighe, 2011). Here we determine the "big ideas" for the unit which we want students to remember many years following our class. These big ideas form the framework for developing the meaning and transfer goals students need to achieve to demonstrate deep understanding of course concepts (Wiggins & McTighe, 2011).
Transfer goals represent what students should be able to do with the course content on their own in the real world, while meaning-making goals represent the essential understandings students need to achieve in order to accomplish the transfer goals. In the UbD model, meaning-making goals are divided into understandings, which represent a generalized theory which is not obvious, cannot be taught, and that students must uncover using course concepts. Essential questions are open-ended, enduring, recurring, and relevant questions that guide students in achieving deep understanding. The knowledge and skills section lists key concepts students must master in order to successfully complete their understanding goals (Wiggins & McTighe, 2011).
Stage 2: Identifying Evaluative Criteria to Assess Learning
The goal of stage 2 in the UbD model is to find evidence of successful learning by designing appropriate assessments. These assessments derive directly from the learning goals established in Stage 1. Assessment of understanding and transfer goals requires development of performance tasks allowing the instructor to judge the student's ability to apply course concepts in a complex, real-world scenario. GRASPS is an acronym that instructors can use when designing authentic scenarios for performance assessments (Wiggins & McTighe, 2011).
The goal of stage 2 in the UbD model is to find evidence of successful learning by designing appropriate assessments. These assessments derive directly from the learning goals established in Stage 1. Assessment of understanding and transfer goals requires development of performance tasks allowing the instructor to judge the student's ability to apply course concepts in a complex, real-world scenario. GRASPS is an acronym that instructors can use when designing authentic scenarios for performance assessments (Wiggins & McTighe, 2011).
- G: Goal or challenge in the scenario
- R: Role of the student in the scenario
- A: Audience that the student must address in the scenario
- S: Situation specific to the problem
- P: Performance expected from the student
- S: Standards and criteria for measuring success
When designing performance tasks to assess the transfer and meaning-making goals established in Stage 1, Wiggins and McTighe (2011) recommend that we assess as many of the 6 facets of understanding as applicable for the unit. These include explanation, interpretation, application, perspective, empathy, and self-understanding. Rubrics can help in standardizing the criteria required for successful completion of the performance task and can serve as a valuable guide for students to self-assess their performance (Wiggins & McTighe, 2011).
In the other evidence section of the UbD model, we design assessments to demonstrate student mastery of the acquisition goals developed in Stage 1. These assessments can be traditional quizzes, multiple-choice questions, and homework assignments.
Stage 3: Developing a Learning Plan.
Finally in Stage 3 of the UbD model the designer develops the learning events for the class that align directly with the learning goals created in Stage 1, and the assessment tasks in Stage 2. This stage is designed to help students understand the relevance of the course, identify key learning goals, and understand how their performance will be assessed during the course. WHERETO is an acronym designers can use to develop a learning plan according to Wiggins and McTighe (2012).
Finally in Stage 3 of the UbD model the designer develops the learning events for the class that align directly with the learning goals created in Stage 1, and the assessment tasks in Stage 2. This stage is designed to help students understand the relevance of the course, identify key learning goals, and understand how their performance will be assessed during the course. WHERETO is an acronym designers can use to develop a learning plan according to Wiggins and McTighe (2012).
- W: Where are we going with the course and why is it relevant for the student.
- H: How can we hook and hold student attention during the course.
- E: Equip students with the knowledge and experiences to achieve their meaning-making goals.
- R: Allow students to rehearse, revise and rethink their performance based on formative feedback.
- E: Evaluate students periodically and offer formative feedback to deepen their understanding of core concepts.
- T: Tailor the course to meet the needs of your learners while ensuring that the learning goals are met and equivalent assessment criteria are used for evaluation.
- O: Organize the course so the learning goals are met and students are ready to successfully complete their assessment tasks.
In conclusion, Wiggins and McTighe (2012) state that courses should be designed to promote deep understanding of core concepts that students can independently use long-term outside the classroom. Using the 3 stages in the UbD model, designers can ensure that their learning goals align with their evaluative criteria, and appropriate learning activities stem from these goals and assessments. When designing a course, instructors should use an approach that best meets the needs of the student even if this requires extra effort and resources on the part of the instructor (Wiggins & McTighe, 2012).
References:
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandia, VA: ASCD.
Wiggins, G., & McTighe, J (2012). The understanding by design guide to advanced concepts in creating and reviewing units. Alexandia, VA: ASCD.
Wiggins, G., & McTighe, J (2012). The understanding by design guide to advanced concepts in creating and reviewing units. Alexandia, VA: ASCD.
Video Summary:
In this presentation we will discuss using the UbD template designed by Dr. Sheri Stover at Wright State University to design courses to promote deeper student understanding. The template is a step-by-step guide to the 3 stages in the UbD design process, and can help you develop your own course using these principles.
In this presentation we will discuss using the UbD template designed by Dr. Sheri Stover at Wright State University to design courses to promote deeper student understanding. The template is a step-by-step guide to the 3 stages in the UbD design process, and can help you develop your own course using these principles.