1. Plan, don’t just hope!
Using UbD to
Create Quality
Instruction
Glenn Wiebe
ESSDACK
glennw@essdack.org
©2007

2. “I think I’m going to cry.”
Escalator rider

3. Sticky ideas?

4. UbD lets teachers
“work smarter”

5. UbD is something you can
actually use

6. But can you tell
a good “story?”

8. How many buses does the army need
to transport 1,128 soldiers if each
bus holds 36 soldiers?

9. How many buses does the army need
to transport 1,128 soldiers if each
bus holds 36 soldiers?
• 32

10. How many buses does the army need
to transport 1,128 soldiers if each
bus holds 36 soldiers?
• 32
• How about 1?

11. How many buses does the army need
to transport 1,128 soldiers if each
bus holds 36 soldiers?
• 32
• How about 1?
• How about 1,128?

12. Why do balloons
in a car always
escape out the
open window?

13. Jumping Ping Pong balls?

14. Bernoulli’s Principle

15. Scale & proportion vs. creating a
scale map of the state of Kansas

16. Scale & proportion vs. creating a
scale map of the state of Kansas

17. Your stories?

18. A body of coherent
facts
Verifiable claims
I know something to
be true
I respond on cue
with what I know

19. The meaning of the
A body of coherent
facts
facts
Fallible, “in-process”
Verifiable claims
theories
I know something to I understand why it
be true is true
I respond on cue I judge when to use
with what I know what I know

20. Which is which?

21. So . . . what does
“understanding” mean?

22. “. . . the ability to think and act
flexibly with what one knows . . .”

23. Our job as educators?

24. Design instructional units that
encourage “the effective use of
stuff,” not merely the learning of
stuff

25. How do you do that?

26. The brain needs structure

27. The brain needs structure
• Discrete pieces of data = problems
• Tries to chunk stuff using
current schema

28. How does your brain work?

30. You’ve got 20
seconds

31. How’d ya do?

32. Write the following number from
memory

33. 17766024365911

34. You’ve got 20
seconds

35. How’d ya do?

36. American Revolution / Declaration of
Independence

37. Minutes / hours / days

38. Emergencies

39. • American Revolution / Declaration
of Independence
• Minutes / hours / days
• Emergencies

40. 1776
60-24-365
911

41. How good’s your memory?

42. Candy Dessert
Sour Flavor
Sugar Snack
Tooth Eat
Heart Syrup
Taste

43. So what?

44. Kids need structured learning

45. We don’t always
provide that

46. Do we need to
plan our
instruction &
assessment
differently?

47. What squares
with your beliefs?
What’s going
around in your
head right
now?

48. What steps do
“traditional” teachers
take when they plan a
unit?

50. Decide what activities the kids will do

51. Decide what activities the kids will do
Organize the activities / Gather the
resources

52. Decide what activities the kids will do
Organize the activities / Gather the
resources
Students complete the activities

53. Decide what activities the kids will do
Organize the activities / Gather the
resources
Students complete the activities
Write the test

54. Decide what activities the kids will do
Organize the activities / Gather the
resources
Students complete the activities
Write the test
Give the test / assign the grades

55. Decide what activities the kids will do
Organize the activities / Gather the
resources
Students complete the activities
Write the test
Give the test / assign the grades
Plan the activities for the next unit

56. Answer the following questions about
the Western Movement handout:
• What does the teacher want the
students to learn?
• What are the students learning?
• How does the teacher know?

57. Are you “traditional?”

58. “To begin with the end in mind
means to start with a clear
understanding of your
destination. It means to know
where you’re going . . . so that
the steps you take are always in
the right direction.”
Stephen Covey
The Seven Habits of Highly Effective People

59. “If you don’t know where you’re
going, you’ll get there every
time!”

60. Jay McTighe
Grant Wiggins

61. Identify desired results

62. Identify desired results
 Determine acceptable evidence

63. Identify desired results
 Determine acceptable evidence
 Plan learning activities

64. Identify desired results

65. What is worth understanding?
What questions will stimulate
inquiry?

66. Determine acceptable
evidence

67. What evidence will prove
student understanding
“beyond a reasonable
doubt?”

68. Design learning activities

69. What experiences,
knowledge and
skills will promote
understanding?

70. So . . . plan your
customer’s house using
blueprints that are
clear, concise and
based on best
practices

71. What does it look like?

72. Cheney, KS UbD examples
• www.cheney268.com/UbDUnits/
UBDReport.htm

73. Review the modified Western
Movement unit
• How does it look different?
• Which instruction would you
want your own child to
receive?

74. • ASCD video

75. Understanding by Design video
overview
• To what extent to these “structures”
already exist in your building?
• In your own room?
• What questions do you have about
the process?

76. What’s your
music
learning
style?

77. Curse of
knowledge

79. “What is worthy and requiring of
understanding?”

80. “What is worthy and requiring of
understanding?”
• Problem?

81. “What is worthy and requiring of
understanding?”
• Problem?
Too many standards!
o

82. “What is worthy and requiring of
understanding?”
• Problem?
Too many standards!
o
Textbooks don’t help
o

83. Unpack standards to narrow down
choices
• Develop “Big Ideas” from nouns
• Create “Essential Questions” from
verbs

91. Three circle audit

92. Three circle audit
• Decide what “big ideas” your kids
have to understand

93. Three circle audit
• Decide what “big ideas” your kids
have to understand
• Specify “important knowledge
& skills”

94. Three circle audit
• Decide what “big ideas” your kids
have to understand
• Specify “important knowledge
& skills”
• End with what stuff is “worth
being familiar with”

95. “Big ideas”
worth
Enduring understandings
understanding
Important to know &
Foundational concepts/skills
do
Worth being familiar
“nice to know”
with

96. For a group of tenth-grade World
History students, which circle would
these go in?
• The day and year the Magna Carta
was signed
• The enduring influence of significant
documents throughout the history of
world civilizations
• The historical significance of the
Magna Carta

98. Ideas that provide meaning
• Wisdom, not just important facts

99. Ideas that provide meaning
• Wisdom, not just important facts
Encourage transfer
• Outside school
• Across content

100. Ideas that provide meaning
• Wisdom, not just important facts
Encourage transfer
• Outside school
• Across content
Measurable

102. Can be called the moral of the story
• Revolutionary War?

103. Can be called the moral of the story
• Revolutionary War?
Aren’t truisms
• Wars are disruptive

104. Can be called the moral of the story
• Revolutionary War?
Aren’t truisms
• Wars are disruptive
Be able to add
• “Students understand that . . . ”

105. “Students understand that creating
space away from the ball creates
scoring chances”

106. US History indicators
• describes the causes of the American
Revolution using colonial grievances and
British policies
• identifies the ideas included in The
Declaration of Independence
• describes participants and the role of
compromise in the creation of the U. S.
Constitution
• explains that the U.S. Constitution is
fundamental law

107. Ask yourself:
• Why? So what?
• How might this be applied outside the
classroom?
• What could we not do if we didn’t
understand this?
What “big ideas” can you come up with?

108. Your examples?

109. What does “unpacking”
look like?

110. US History indicators
• describes the causes of the American
Revolution using colonial grievances and
British policies
• identifies the ideas included in The
Declaration of Independence
• describes participants and the role of
compromise in the creation of the U. S.
Constitution
• explains that the U.S. Constitution is
fundamental law

111. Economics forces can be very
powerful agents for change
Democracy is “hard work”
Individuals can have a huge impact on
society

112. Use the template

113. Use the template to create possible “Big
Ideas” for a unit you are planning

114. What is your understanding of Essential
Questions?
• Fist is you got nothing
• Five is you’ve written best
selling books about
essential questions

116. How much deeper would the ocean be
without sponges?

117. How much deeper would the ocean be
without sponges?
What do people in China call their good
plates?

118. How much deeper would the ocean be
without sponges?
What do people in China call their good
plates?
Why are there Interstates in Hawaii?

119. How much deeper would the ocean be
without sponges?
What do people in China call their good
plates?
Why are there Interstates in Hawaii?
If they squeeze olives to get olive oil, how
do they get baby oil?

120. How much deeper would the ocean be
without sponges?
What do people in China call their good
plates?
Why are there Interstates in Hawaii?
If they squeeze olives to get olive oil, how
do they get baby oil?
If a Smurf is choking, what color does it
become?

121. Why essential questions?

122. A good question:
• Leads students to Big idea
• Provides structure for planning
• Invites student inquiry
• Suggests assessment ideas

123. Common characteristics?

125. The answer can’t be Googled
• Must be created

126. The answer can’t be Googled
• Must be created
Generates more questions

127. The answer can’t be Googled
• Must be created
Generates more questions
Kid friendly

128. The answer can’t be Googled
• Must be created
Generates more questions
Kid friendly
Short and sweet

130. Aligned with enduring understanding
• The answer leads to Big Idea
Reside at the top of Bloom’s
• Evaluate / Synthesize / Analyze
• Lots of whys and hows

131. What is the best
Economics forces
form of
can be agents
government?
for change
Why do revolutions
Democracy is
happen?
“hard work”
How could someone
Individuals can suggest that the US
have a huge Revolution wasn’t
impact on really a revolution?
society

132. No
Yes

133. No
Yes
What is the relationship between
popularity & greatness in literature?

134. No
Yes
What is the relationship between 
popularity & greatness in literature?

135. No
Yes
What is the relationship between 
popularity & greatness in literature?
When was the Magna Carta signed &
by whom?

136. No
Yes
What is the relationship between 
popularity & greatness in literature?
When was the Magna Carta signed & 
by whom?

137. No
Yes
What is the relationship between 
popularity & greatness in literature?
When was the Magna Carta signed & 
by whom?
What is hibernation?

138. No
Yes
What is the relationship between 
popularity & greatness in literature?
When was the Magna Carta signed & 
by whom?
What is hibernation? 

139. No
Yes
What is the relationship between 
popularity & greatness in literature?
When was the Magna Carta signed & 
by whom?
What is hibernation? 
Which European colonial power has
the worst legacy?

140. No
Yes
What is the relationship between 
popularity & greatness in literature?
When was the Magna Carta signed & 
by whom?
What is hibernation? 
Which European colonial power has 
the worst legacy?

141. No
Yes

142. No
Yes
What is a linear equation?

143. No
Yes
What is a linear equation? 

144. No
Yes
What is a linear equation? 
Is prejudice more a view of class or
race?

145. No
Yes
What is a linear equation? 
Is prejudice more a view of class or 
race?

146. No
Yes
What is a linear equation? 
Is prejudice more a view of class or 
race?
What are the components of a
unicameral legislature?

147. No
Yes
What is a linear equation? 
Is prejudice more a view of class or 
race?
What are the components of a 
unicameral legislature?

148. No
Yes
What is a linear equation? 
Is prejudice more a view of class or 
race?
What are the components of a 
unicameral legislature?
When did the United States become a
superpower?

149. No
Yes
What is a linear equation? 
Is prejudice more a view of class or 
race?
What are the components of a 
unicameral legislature?
When did the United States become a 
superpower?

150. Build on previous Big Ideas & create
Essential Questions

151. Determine acceptable evidence

152. Self assessment in packet
• What does this “data” tell you?

153. Design the assessments before
designing lessons and activities

154. “Students should be found
innocent of understanding
until convicted by a
preponderance of the
evidence.”

155. Use multiple sources of evidence

156. Focus on
performance
tasks

157. Wiley Miller ©1992-2002

158. Wiley Miller ©1992-2002

159. How do you measure
“understanding?”

160. Use the Six Facets

162. Explanation / knowledgeable accounts
of the facts
• A student provides an accurate
review of the causes of the
Revolutionary War

163. Explanation / knowledgeable accounts
of the facts
• A student provides an accurate
review of the causes of the
Revolutionary War
Interpretation / narratives that provide
meaning
• A student shows how Wizard of Oz
can be read as a commentary of the
late 1800s United States

165. Application / use of knowledge in new
contexts
• A student uses his knowledge of statistics
to project next year’s costs & needs for the
student run snack shop

166. Application / use of knowledge in new
contexts
• A student uses his knowledge of statistics
to project next year’s costs & needs for the
student run snack shop
Perspective / insightful points of view
• A student can effectively argue both sides
of the evolution argument

168. Empathy / ability to “see” another’s feelings
and world view
• A student empathizes with the difficulties
experienced by a newly arrived Latino
student

169. Empathy / ability to “see” another’s feelings
and world view
• A student empathizes with the difficulties
experienced by a newly arrived Latino
student
Self-Knowledge / understanding one’s
thoughts & actions
• A student reads her own feelings about
“different” people & how they may
influence her choice of friends

170. What does the perfect assessment
look like?

171. Clear & challenging standards
Failure encouraged
Choice
Authenticity
Rich content
Compelling

172. Focus on possible performance tasks
• Use the GRASPS template in packet
as a guide
• The “Generating Ideas for
Performance Tasks” is also helpful

173. What is the
Goal?
What is the
Role?
Who is the
Audience?
What is the
Situation?
What is the
Product / performance?
What are the
Standards for evaluation?

174. How good is your task?
• Use the rubric

175. “Learning is not the
core business of schools.”

176. “Learning . . . is what happens
when schools do their business right.”

177. Zelda for the Wii
Sports
Geocaching

178. Why do kids enjoy these
things?

180. The business of schools is to create
high-quality work for students that is:

181. The business of schools is to create
high-quality work for students that is:
• Challenging

182. The business of schools is to create
high-quality work for students that is:
• Challenging
• Interesting

183. The business of schools is to create
high-quality work for students that is:
• Challenging
• Interesting
• Satisfying

184. Jerry Scott & Jim Borgman ©2001

185. When are students
most engaged?

186. When are students How do students learn
most engaged? most effectively?

187. When are students How do students learn
most engaged? most effectively?
Work kids should
be doing!

188. “What learning experiences &
teaching promote understanding,
interest, and excellence?”
• Use the WHERETO approach as
a guide

189. Where are we headed? Why are we
going there?

190. • Think purposely about communicating
the end result
• Bulletin Board
• Pre-test
• K-W-L

191. Hook the students through
engaging & provocative entry
points

192. • Bermuda Triangle problem
• Emotional connections
• DEI

198. Students must experience the “big
ideas” realistically & be
equipped for final performance
• Demonstration
• Scaffolding
• PBL
• Simulation / gaming
• Graphic organizer

199. What will cause students to revise/
refine more deeply on the “big
ideas?”
• Teacher modeling their ideas
• Small / large group discussion
• Peer review / “Rovers”
• Video taped rehearsals

200. How can I encourage students to
rethink / reflect on their work?
• Mini-workshops with struggling
students
• Blogs
• Teacher ask students to develop
alternative solutions
• “Expert” student led mini-groups

201. How will I promote self-evaluation
by students?
• Clear / concise rubrics
• Use self-evaluation survey

202. How will I tailor the learning activities
and my teaching to address the
different needs, interests and profiles
of my students?
• Differentianted Instruction

203. How will the experiences be organized
to maximize engaging and effective
learning?
• Linear sequence may not be the best
• Think “on-demand” learning
• WebQuests

204. Create a rough draft of Stage
Three
Focus on just the W & H?
• Use the samples in packet as a
guide

205. Use “rubrics” to
evaluate your unit
design

207. Have any of you ever actually built a
house?

208. Have any of you ever actually built a
house?
• Had one built?

209. Have any of you ever actually built a
house?
• Had one built?
• Watched one built?

210. Have any of you ever actually built a
house?
• Had one built?
• Watched one built?
• Lived in one?

211. Have any of you ever actually built a
house?
• Had one built?
• Watched one built?
• Lived in one?
• Know what one is?

212. Have any of you ever actually built a
house?
• Had one built?
• Watched one built?
• Lived in one?
• Know what one is?
We are going to mentally de-construct
a house

213. The blueprints and plans are / is to
building a house as Understanding
by Design is to teaching.

214. The blueprints and plans are to
building a house as Understanding
by Design is to teaching.

216. How can UbD
help you get
off the
escalator?
What do you
need to be
careful about?

217. McTighe, Jay, Grant Wiggins. 2005.
Understanding by Design
Tomlinson, Carol Ann. 1999. The
Differentiated Classroom: Responding to
the Needs of All Learners
McTighe, Jay; Carol Ann Tomlinson. 2006.
Integrating Differentiated Instruction +
Understanding by Design

218. Differentiating Instruction For Advanced
Learners In the Mixed-Ability Middle
School Classroom
• www.kidsource.com/kidsource/content/
diff_instruction.html
Differentiated Instruction
• members.shaw.ca/priscillatheroux/
differentiating.html

219. Understanding by Design Exchange
• www.ubdexchange.org
Authentic Education
• www.grantwiggins.org/ubd.html
Cheney, KS UbD examples
• www.cheney268.com/UbDUnits/
UBDReport.htm
UBD and Education
• xnet.rrc.mb.ca/glenh/
understanding_by_design.htm