3. UNDERSTANDING BY DESIGN
• Planning approach used in all curriculum areas.
• Flexible approaches used in specialist areas.
• Planning takes place in teams.
• Refer to Weebly / Staff intranet
http://www.youtube.com/watch?v=d8F1SnWaIfE
http://www.grantwiggins.org/documents/UbDQuik
vue1005.pdf
4. STAGE 1
Identify desired results
What long-term transfer goals are targeted?
What meanings should students make to arrive at
important understandings?
What essential questions will students keep
considering?
What knowledge and skills will students acquire?
What established goals/standards are targeted?
http://www.youtube.com/watch?v=2lXh2n0aPyw
5. STAGE 2
Determine acceptable evidence
What performance and products will reveal
evidence of meaning – making and transfer
By what criteria will performance be assessed, in
light of Stage 1 desired results
What additional evidence will be collected for all
Stage 1 desired results
Are the assessments aligned to all Stage 1
elements?
6. STAGE 3
Plan learning experiences and instruction
accordingly
What activities, experiences and lessons will lead to
achievement of the desired results and success at
the assessments?
How will the learning plan help students achieve
transfer, and meaning and acquisition, with
increasing independence?
How will progress be monitored?
How will the unit be sequenced and differentiated?
Are the learning events in Stage 3 aligned with Stage 1
goals and Stage 2 assessments?
7. THE SIX FACETS OF UNDERSTANDING
Explanation
Interpretation
Application
Perspective
Empathy
Self-Knowledge
8. IN SUMMARY
Stage 1
If the desired end result is for learners to…….
Stage 2
Then you need evidence of the learner’s ability
to…….
Stage 3
Then the learning events need to…..
9. WHAT IF THERE IS TOO MUCH CONTENT?
Content can be learnt in English – reading/writing
material
Some will be integrated into science
Some of the subject matter can be the basis for
teaching thinking skills – mind
mapping/compare/contrast/6 hats
Debating Y5/6
10. THINKING SKILLS
Embed in goals and assessment tasks
Articulate thinking skills that are used. Praise
evidence of skills used, rather than end
product.
11. RESOURCES
Understanding by Design (2005), Grant Wiggins &
Jay McTighe
Australian curriculum
Scope and sequence documents
Global Education Project / Dianne Boase….
Asian literacy resource list
Indigenous resources
Editor's Notes
These are the planning stages you will work through with your team. We have a proforma which each team uses to work through.
Reference Page 57
Reference Page 71-73
‘Transferable concepts’ Abundance/Scarcity – refer to list on Page 74
The six facets permeate through our thinking about all three stages of backward design. They can help us clarify the desired understandings, the necessary assessment tasks and the learning activities that will most likely advance student understanding. In other words they should remind us that understandings are not facts, and that certain learning action as and performance assessments are required to bring about the needed meaning-making by the learner.
Good design establishes the idea that there is a clear need for the learnier to make sense of what the teacher teaches. Making meaning / not a glib solution
