UNDERSTANDING BY DESIGN FRAMEWORK BY JAY MCTIGHE AND GRANT .
UNDERSTANDING BYDESIGN FRAMEWORKBY JAY MCTIGHE ANDGRANT WIGGINSINTRODUCTION: WHAT IS UbD FRAMEWORK?The Understanding by Design framework (UbD framework) offers a planning process and structure to guide curriculum, assessment, and instruction. Itstwo key ideas are contained in the title: 1) focus on teaching and assessing forunderstanding and learning transfer, and 2) design curriculum “backward” fromthose ends.The UbD framework is based on seven key tenets:1. Learning is enhanced when teachers think purposefully about curricular planning. The UbD framework helps this process without offering a rigid processor prescriptive recipe.2. The UbD framework helps focus curriculum and teaching on the development and deepening of student understanding and transfer of learning(i.e., the ability to effectively use content knowledge and skill).3. Understanding is revealed when students autonomously make sense of andtransfer their learning through authentic performance. Six facets of understanding—the capacity to explain, interpret, apply, shift perspective, empathize, and self-assess—can serve as indicators of understanding.W W W. A S C D . O R G1703 North Beauregard StreetAlexandria, VA 22311-1714 USA1-703-578-9600 or1-800-933-2723 2012 ASCD. All Rights Reserved.4. Effective curriculum is planned backward from long-term, desired resultsthrough a three-stage design process (Desired Results, Evidence, andLearning Plan). This process helps avoid the common problems of treatingthe textbook as the curriculum rather than a resource, and activity-orientedteaching in which no clear priorities and purposes are apparent.5. Teachers are coaches of understanding, not mere purveyors of content knowledge, skill, or activity. They focus on ensuring that learning happens, not justteaching (and assuming that what was taught was learned); they always aimand check for successful meaning making and transfer by the learner.
6. Regularly reviewing units and curriculum against design standards enhances curricular quality and effectiveness, and provides engaging and professional discussions.7. The UbD framework reflects a continual improvement approach to student achievement and teacher craft. The results of our designs—student performance—informneeded adjustments in curriculum as well as instruction so that student learningis maximized.The Understanding by Design framework is guided by the confluence of evidencefrom two streams—theoretical research in cognitive psychology, and results of studentachievement studies. A summary of the key research that undergirds UbD frameworkcan be found at www.ascd.org under Research A Topic.The Three Stages ofBackward DesignThe UbD framework offers a three-stagebackward design process for curriculumplanning, and includes a template and setof design tools that embody the process.A key concept in UbD framework is alignment (i.e., all three stages must clearlyalign not only to standards, but also to oneanother). In other words, the Stage 1 content and understanding must be what isassessed in Stage 2 and taught in Stage 3.Stage 1—Identify Desired ResultsKey Questions: What should studentsknow, understand, and be able to do?What is the ultimate transfer we seek as aresult of this unit? What enduring understandings are desired? What essentialquestions will be explored in-depth andprovide focus to all learning?In the first stage of backward design, weconsider our goals, examine establishedcontent standards (national, state, province, and district), and review curriculumexpectations. Because there is typicallymore content than can reasonably beaddressed within the available time,teachers are obliged to make choices.This first stage in the design process callsfor clarity about priorities.Learning priorities are established bylong-term performance goals—what it iswe want students, in the end, to be ableto do with what they have learned. Thebottom-line goal of education is transfer.The point of school is not to simply excelin each class, but to be able to use one’slearning in other settings. Accordingly,1703 North Beauregard Street Alexandria, VA 22311–1714 USA 1-703-578-9600 or 1-800-933-2723 WWW.ASCD.ORGPage 2
Stage 1 focuses on “transfer of learning.” Essential companion questions are used toengage learners in thoughtful “meaning making” to help them develop and deepentheir understanding of important ideas and processes that support such transfer.Figure 1 contains sample transfer goals and Figure 2 shows sample understandingsand essential questions.FIGURE 1—SAMPLE TRANSFER GOALSDiscipline/Subject/SkillMathematicsTransfer Goals Apply mathematical knowledge, skill, and reasoning to solve real-world problems.Writing Effectively write for various audiences to explain(narrative, expository), entertain (creative), persuade (persuasive), and help others perform atask (technical).History Apply lessons of the past (historical patterns) tocurrent and future events and issues. Critically appraise historical claims.Arts Create and perform an original work in aselected medium to express ideas or evokemood and emotion.1703 North Beauregard Street Alexandria, VA 22311–1714 USA 1-703-578-9600 or 1-800-933-2723 WWW.ASCD.ORGPage 3
FIGURE 2—SAMPLE UNDERSTANDINGS ANDESSENTIAL QUESTIONSUnderstandingsEssential QuestionsGreat literature explores universal themes of human existenceand can reveal truths throughfiction.How can stories from other places and timesrelate to our current lives?Quantitative data can becollected, organized, anddisplayed in a variety of ways.Mathematical ideas can be represented numerically, graphically, or symbolically.What’s the best way of showing (or representing) ?The geography, climate, andnatural resources of a regioninfluence the culture, economy,and lifestyle of its inhabitants.How does where we live influence how welive?The relationship between thearts and culture is mutuallydependent; culture affects thearts, and the arts reflect andpreserve culture.In what ways do the arts reflect as well asshape culture?In what other way(s) can this berepresented?Important knowledge and skill objectives, targeted by established standards, are alsoidentified in Stage 1. An important point in the UbD framework is to recognize thatfactual knowledge and skills are not taught for their own sake, but as a means to largerends. Acquisition of content is a means, in the service of meaning making and transfer.Ultimately, teaching should equip learners to be able to use or transfer their learning (i.e.,meaningful performance with content). This is the result we always want to keep in mind.1703 North Beauregard Street Alexandria, VA 22311–1714 USA 1-703-578-9600 or 1-800-933-2723 WWW.ASCD.ORGPage 4
Stage 2—DetermineAssessment EvidenceKey Questions: How will we know if students have achieved the desired results?What will we accept as evidence of student understanding and their ability to use(transfer) their learning in new situations?How will we evaluate student performancein fair and consistent ways?Backward design encourages teachersand curriculum planners to first think likeassessors before designing specific unitsand lessons. The assessment evidence weneed reflects the desired results identifiedin Stage 1. Thus, we consider in advancethe assessment evidence needed todocument and validate that the targetedlearning has been achieved. Doing soinvariably sharpens and focuses teaching.In Stage 2, we distinguish between twobroad types of assessment—performancetasks and other evidence. The performance tasks ask students to apply theirlearning to a new and authentic situationas means of assessing their understanding and ability to transfer their learning.In the UbD framework, we have identifiedsix facets of understanding for assessmentpurposes. When someone truly understands, they Can explain concepts, principles, andprocesses by putting it their own words,teaching it to others, justifying theiranswers, and showing their reasoning. Can interpret by making sense of data,text, and experience through images,analogies, stories, and models. Can apply by effectively using andadapting what they know in new andcomplex contexts. Demonstrate perspective by seeingthe big picture and recognizing different points of view. Display empathy by perceivingsensitively and walking in someoneelse’s shoes. Have self-knowledge by showingmeta-cognitive awareness, usingproductive habits of mind, and reflecting on the meaning of the learningand experience.Keep the following two points in mindwhen assessing understanding throughthe facets:1. All six facets of understanding neednot be used all of the time in assessment. In mathematics, application,interpretation, and explanation are themost natural, whereas in social studies,empathy and perspective may be addedwhen appropriate.2. Performance tasks based on one ormore facets are not intended for use indaily lessons. Rather, these tasks shouldbe seen as culminating performances fora unit of study. Daily lessons develop therelated knowledge and skills needed forthe understanding performances, just aspractices in athletics prepare teams forthe upcoming game.1703 North Beauregard Street Alexandria, VA 22311–1714 USA 1-703-578-9600 or 1-800-933-2723 WWW.ASCD.ORGPage 5
In addition to performance tasks, Stage 2includes other evidence, such as traditional quizzes, tests, observations, andwork samples to round out the assessment picture to determine what studentsknow and can do. A key idea in backwarddesign has to do with alignment. In otherwords, are we assessing everything thatwe are trying to achieve (in Stage 1), oronly those things that are easiest to testand grade? Is anything important slipping through the cracks because it is notbeing assessed? Checking the alignmentbetween Stages 1 and 2 helps ensurethat all important goals are appropriatelyassessed, resulting in a more coherentand focused unit plan.Stage 3—Plan LearningExperiences and InstructionKey Questions: How will we support learners as they come to understand importantideas and processes? How will we preparethem to autonomously transfer their learning? What enabling knowledge and skillswill students need to perform effectivelyand achieve desired results? What activities, sequence, and resources are bestsuited to accomplish our goals?In Stage 3 of backward design, teachersplan the most appropriate lessons andlearning activities to address the threedifferent types of goals identified inStage 1: transfer, meaning making, andacquisition (T, M, and A). We suggestthat teachers code the various eventsin their learning plan with the letters T,M, and A to ensure that all three goalsare addressed in instruction. Too often,teaching focuses primarily on presentinginformation or modeling basic skills foracquisition without extending the lessonsto help students make meaning or transfer the learning.Teaching for understanding requires thatstudents be given numerous opportunitiesto draw inferences and make generalizations for themselves (with teacher support). Understanding cannot simply betold; the learner has to actively constructmeaning (or misconceptions and forgetfulness will ensue). Teaching for transfermeans that learners are given opportunities to apply their learning to new situations and receive timely feedback ontheir performance to help them improve.Thus, the teacher’s role expands fromsolely a “sage on the stage” to a facilitator of meaning making and a coach givingfeedback and advice about how to usecontent effectively.SUMMARYWe have included a summary of the keyideas in UbD framework as a figure (see“UbD in a Nutshell”) in Appendix A atthe end of this paper. Also see “LearningGoals and Teaching Roles” in Appendix Bfor a detailed account of the three interrelated learning goals.FREQUENTLY ASKEDQUESTIONSOver the years, educators have posed thefollowing questions about the UbD framework. We provide brief responses to eachquestion and conclude with thoughtsabout moving forward.1703 North Beauregard Street Alexandria, VA 22311–1714 USA 1-703-578-9600 or 1-800-933-2723 WWW.ASCD.ORGPage 6
1. This three-stage planningapproach makes sense. So, why doyou call it “backward” design?We use the term “backward” in two ways:1. Plan with the end in mind by first clarifying the learning you seek—the learningresults (Stage 1). Then, think about theassessment evidence needed to show thatstudents have achieved that desired learning (Stage 2). Finally, plan the means tothe end—the teaching and learning activities and resources to help them achievethe goals (Stage 3). We have found thatbackward design, whether applied byindividual teachers or district curriculumcommittees, helps avoid the twin sins ofactivity-oriented and coverage-orientedcurriculum planning.2. Our second use of the term refers tothe fact that this approach is backward tothe way many educators plan. For years,we have observed that curriculum planning often translates into listing activities(Stage 3), with only a general sense ofintended results and little, if any, attention to assessment evidence (Stage 2).Many teachers have commented that theUbD planning process makes sense, butfeels awkward because it requires a breakfrom comfortable planning habits.2. I have heard that the UbDframework de-emphasizes theteaching of content knowledgeand skill to focus on more generalunderstanding. Is this yourrecommendation?On the contrary, the UbD frameworkrequires that unit designers specify whatstudents will know and be able to do(knowledge and skills) in Stage 1. However,we contend that content acquisition is ameans, not an end. The UbD frameworkpromotes not only acquisition, but also thestudent’s ability to know why the knowledge and skills are important, and howto apply or transfer them in meaningful,professional, and socially important ways.3. Should you use the three-stagebackward design process and theUbD template for planning lessonsas well as units?Careful lesson planning is essential toguide student learning. However, we donot recommend isolated lesson planningseparate from unit planning. We havechosen the unit as a focus for designbecause the key elements of the UbDframework—understandings, essentialquestions, and transfer performancetasks—are too complex and multifaceted to be satisfactorily addressed withina single lesson. For instance, essentialquestions are meant to be explored andrevisited over time, not answered by theend of a single class period.Nonetheless, the larger unit goals providethe context in which individual lessons areplanned. Teachers often report that carefulattention to Stages 1 and 2 sharpens theirlesson planning, resulting in more purposeful teaching and improved learning.4. What is the relationship betweenthe Six Facets of Understandingand Bloom’s Taxonomy?Although both function as frameworksfor assessment, one key difference is thatBloom’s Taxonomy presents a hierarchy of1703 North Beauregard Street Alexandria, VA 22311–1714 USA 1-703-578-9600 or 1-800-933-2723 WWW.ASCD.ORGPage 7
cognitive complexity. The taxonomy was initially developed for analyzing the demandsof assessment items on university exams.The Six Facets of Understanding wereconceived as six equal and suggestiveindicators of understanding, and thus areused to develop, select, or critique assessment tasks and prompts. They were neverintended to be a hierarchy. Rather, oneselects the appropriate facet(s) depending on the nature of the content and thedesired understandings about it.5. I find it hard to use all Six Facetsof Understanding in a classroomassessment. How can I do this?We have never suggested that ateacher must use all of the facets whenassessing students’ understanding. Forexample, an assessment in mathematicsmight ask students to apply their understanding of an algorithm to a real-worldproblem and explain their reasoning. Inhistory, we might ask learners to explaina historical event from different perspectives. In sum, we recommend thatteachers use only the facet or facets thatwill provide appropriate evidence of thetargeted understanding.6. Our national/state/provincialtests use primarily multiple-choiceand brief, constructed responseitems that do not assess for deepunderstanding in the way that yourecommend. How can we preparestudents for these high-stakes standardized tests?For many educators, instruction andassessing for understanding are viewedas incompatible with high-stakesaccountability tests. This perceivedincompatibility is based on a flawedassumption that the only way to raise testscores is to cover those things that aretested and practice the test format. Byimplication, there is no time for or needto engage in in-depth instruction thatfocuses on developing and deepeningstudents’ understanding of big ideas.Although it is certainly true that we areobligated to teach to established standards, it does not follow that the bestway to meet those standards is merely tomimic the format of a standardized test,and use primarily low-level test itemslocally. Such an approach mistakes themeasures for the goals—the equivalentof practicing for your annual physicalexam to improve your health!In other words, the format of the testmisleads us. Furthermore, the formatof the test causes many educators toerroneously believe that the state test orprovincial exam only assesses low-levelknowledge and skill. This, too, is false.Indeed, the data from released nationaltests show conclusively that the studentshave the most difficulty with those itemsthat require understanding and transfer,not recall or recognition.1703 North Beauregard Street Alexandria, VA 22311–1714 USA 1-703-578-9600 or 1-800-933-2723 WWW.ASCD.ORGPage 8
7. Are textbooks importantin the implementation ofUbD framework?Textual materials can provide importantresources for teachers. However, it is nota teacher’s job to cover a book page-bypage. A textbook should be viewed as aguide, not the curriculum. A teacher’s jobis to teach to established standards usingthe textbook and other resources in support of student learning.Major textbook companies have workedto integrate UbD approaches into theirmaterials. When well done, such textbooks can be very helpful. Educatorsare encouraged to carefully examinetextbooks and use them as a resource forimplementing the curriculum, rather thanas the sole source.8. Is the UbD frameworkappropriate for mathematics?Some educators have questioned theuse of the UbD framework in mathematics (and other skill-focused areas, suchas world languages or early literacy). Themost commonly expressed concern isthat the UbD framework seems to stressunderstanding to the exclusion of basicknowledge and skills.The suggestion that UbD frameworkdoes not recognize the need for learners to develop basic knowledge andskills could not be further from the truth!Indeed, the UbD Unit Planning Templatein Stage 1 calls for teachers to identifythe important things students shouldknow (e.g., multiplication tables) andbe able to do (e.g., division). Whileacknowledging the importance of thebasics, UbD framework also emphasizesunderstanding of conceptually largerideas (e.g., equivalence and modeling)and processes (e.g., problem solving andmathematical reasoning). This is a pointrepeatedly stressed in the new CommonCore Mathematics Standards.The distinction between basic knowledge and understanding is important notonly for curriculum planning, but also forpedagogy. Effective educators know fromresearch that rote learning of mathematical facts and skills does not promotemathematical reasoning, problem solving, or the capacity to transfer learning.In fact, test score analysis repeatedlyshows that although learners may beable to solve a decontextualized problemthat resembles ones that they learned ina mechanical way, they are often unableto apply the same facts and skills to anovel problem or more complex situation. Moreover, superficial learning in arote fashion leaves studen
(narrative, expository), entertain (creative), per-suade (persuasive), and help others perform a task (technical). History Apply lessons of the past (historical patterns) to current and future events and issues. Critically appraise historical claims. Arts Create and perform an original work in a selected medium to express ideas or evoke
1st Framework Workshop – April 03, 2013 Completed – April 08, 2013 . Identify Common Practices/Themes – May 15, 2013 . 2nd Framework Workshop at CMU – May 29-31, 2013 . Draft Outline of Preliminary Framework – June 2013 3. rd. Framework Workshop at UCSD – July 10-12, 2013 4. th. Framework Workshop – September 2013
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Early Childhood (K-3) Syllabus 1-4 The following diagram illustrates the connections among the Curriculum Framework, the progress maps, the Curriculum Framework Curriculum Guides and the K-10 syllabuses. Connections among the Curriculum Framework, the Curriculum Framework Progress Maps/Outcomes and Standards Framework, the Curriculum Framework Curriculum Guides and the Early Childhood (K-3 .
Entity Framework, referred to as Entity Framework 4. The completely revised second edition of Programming Entity Framework was dedicated to teaching readers how to use this version of Entity Framework in Visual Studio 2010. When .NET 4 was released, the Entity Framework team was already hard at work on a new addition, called Code First, to .
Understanding by Design is a book written by Grant Wiggins and Jay McTighe that offers a framework for designing courses and content units called “Backward Design.” (Watch a YouTube video where Grant Wiggins leads a workshop on Understanding by Design.) Instructo
The Understanding by Design Guide to Creating High-Quality Units offers instructional modules on the basic concepts and elements of Understanding by Design (UbD), the “backward design” approach used by thousands of educators to create curriculum units and assessments that focus on developing students’ understanding of important ideas.
Understanding The Supporter Personality Chapter 5: Understanding The Promoting/Supporter Personality Chapter 6: Understanding The Promoter/Controller Personality Chapter 7: Understanding The Controller/Analyzer Personality Chapter 8 : Understanding The Analyzer/Supporter Personality Chapter 9: Understanding The Centric Personality Wrapping Up
