Understanding by Design

From Wikipedia, the free encyclopedia

Understanding by Design, or UbD, is an increasingly popular tool for educational planning focused on "teaching for understanding".[1] The emphasis of UbD is on "backward design", the practice of looking at the outcomes in order to design curriculum units, performance assessments, and classroom instruction.[2] The UbD framework was designed by nationally recognized educators Grant Wiggins and Jay McTighe, and published by the Association for Supervision and Curriculum Development.[3]

According to Wiggins, "The potential of UbD for curricular improvement has struck a chord in American education. Over 250,000 educators own the book. Over 30,000 Handbooks are in use. More than 150 University education classes use the book as a text."[3]

Contents

[edit] About

Defined by Wiggins and McTighe, Understanding by Design is a "framework for designing curriculum units, performance assessments, and instruction that lead your students to deep understanding of the content you teach,"[4] UbD expands on "six facets of understanding", which include students being able to explain, interpret, apply, have perspective, empathize, and have self-knowledge about a given topic.[5]

[edit] Backward design

Understanding by Design relies on what Wiggins and McTighe call "backward design". Teachers traditionally start curriculum planning with activities and textbooks instead of identifying classroom learning goals and planning towards that goal. In backward design, the teacher starts with classroom outcomes and then plans the curriculum, choosing activities and materials that help determine student ability and foster student learning.[6]

[edit] Teaching for understanding

"Teaching for understanding" is another central premise of Understanding by Design. It should be evident in course design, teacher and student attitudes, and the classroom learning environment. There should be coherent curriculum design and clear distinctions between big ideas and essential questions. Teachers should tell students about big ideas and essential questions, performance requirements, and evaluative criteria at the beginning of the unit or course. Students should be able to describe the goals (big ideas and essential questions) and performance requirements of the unit or course. The classroom learning environment should have high expectations and incentives for all students to come to understand the big ideas and answer the essential questions.[7]

[edit] See also

[edit] External links

[edit] References

  1. ^ (nd) Learn More. Understanding by Design] website. Retrieved 6/7/07.
  2. ^ Reed, J. (nd) "Education book reviews: McTighe, Jay & Wiggins, Grant (2005). Understanding by Design. Second Edition. Alexandria, Virginia: Association for Supervision and Curriculum Development." Missouri State University. Retrieved 6/5/07.
  3. ^ a b (nd) Authentic Education. GrantWiggins.Org. Retrieved 6/7/07.
  4. ^ Wiggins, G. and McTighe, J. (nd) Understanding by Design: A brief introduction. Center for Technology & School Change at Teachers College, Columbia University. Retrieved 6/7/07.
  5. ^ (nd) Topic 3: Developing Goals and Objectives: Class Notes: Six Facets of Understanding. Foothill De Anza Community College District. Retrieved 6/7/07.
  6. ^ Hammond, G. (nd) Multiple methods of assessment. Red River College. Retrieved 6/7/07.
  7. ^ McTighe, J. and Seif, E. (2002) Indicators of Teaching for Understanding. TTL Academies. Retrieved 6/7/07.