UNDERSTANDING

BY DESIGN
(UNDERSTANDING
BACKWARD
DESIGN)
MRS. ESTELITA V.
LLANITA
Lasallian Master Teacher
August 2009
UBD
The
authors
Grant Wiggins and
Jay McTighe
Jay McTighe
Grant Wiggins
 BIG IDEA?????
 What about the BIG IDEA?
What is the enduring
idea?
What will they
remember about
the topic in five
years?
Understanding by Design by Wiggins and McTighe: A summary
In "Understanding by Design," Wiggins and McTighe (1998) lay out a
conceptual framework for instructional designers.

Two of their biggest contributions

are:
•The "backwards design"
instructional design model
•The "Six Facets of Understanding"
 6 facets of
understandi
ng
–explain provide
thorough and
justifiable accounts
of phenomena,
facts, and data
– interpret — tell meaningful
stories, offer apt translations,
provide a revealing historical or
personal dimension to ideas
and events; make subjects
personal or accessible through
images, anecdotes, analogies,
and models
apply —
effectively use and
adapt what they
know in diverse
contexts
 6 facets of
understanding
1. have
perspective — see
and hear points of
view through critical
eyes and ears; see
the big picture
2. empathize — find
value in what others
might find odd, alien, or
implausible; perceive
sensitively on the basis of
prior indirect experience
3. have self-knowledge —
perceive the personal style,
prejudices, projections, and
habits of mind that both shape
and impede our own
understanding; they are aware
of what they do not understand
and why understanding is so
hard
 Backwards Design
– The backwards design model centers on
the idea that the design process should
begin with identifying the desired results
and then "work backwards" to develop
instruction rather than the traditional
approach which is to define what topics
need to be covered. Their framework
identifies three main stages:
BIG
IDEA
•The middle circle represents the field of content for
the unit being taught.

•Important knowledge including facts, concepts,

principles and skills (processes,
strategies, and methods) are addressed in this circle.

•The question what should all students know and be

able to do as a result of the unit should be asked
when referring to this circle.
•The outer circle represents the knowledge that the
students should be familiar with in order to complete
the unit of study.

• The students will study this material during the unit

and use this content, but it is unlikely that it will be
emphasized beyond the unit.
•The outer circle represents the knowledge that the
students should be familiar with in order to complete
the unit of study.

• The students will study this material during the unit

and use this content, but it is unlikely that it will be
emphasized beyond the unit.
 •The inner most circle represents the "enduring"
understandings that will
anchor the unit.

•The term "enduring" refers to acquiring a deep understanding

of big ideas, abstract concepts, and essential questions within
key curricular areas that students will revisit throughout their
school career.
ESSENTIAL
QUESTIONS
UBD PRIMER
SIGNIFICANT IDEAS
 Significant ideas
( handouts will cover it…)
backward design  
template

 
Identify Desired Results
What overarching understandings are What are the
desired? overarching "essential"
questions?

What will students understand as a result What "essential" and

of this unit? "unit" questions will
focus this unit?
process
1. Identify desired results
2. Determine acceptable
evidence
3. Plan learning experiences and
instruction
1.Identify desired results
• What should students know, understand, and be
able to do?
• What is worthy of understanding?
• What enduring understandings are desired?
• Consider goals
• Examine content standards (district, state & nat.)
• Review curriculum
• Expectations
• Teacher/students interests
2. Determine acceptable evidence
• How will we know if students have
achieved the desired results and met
the standards?
• What will we accept as evidence of
student understanding and
proficiency?
2. Determine acceptable evidence
• Consider a range of assessment
methods – informal and formal
assessments during a unit ,
• Think like assessors before designing
specific units and lessons to
determine how/whether students have
attained desired understanding
3. Plan learning experiences and
instruction
• What enabling knowledge (facts,
concepts, and principles) and
skills( procedures) will students
need to perform effectively and
achieve desired results?
3. Plan learning experiences and
instruction
• What activities will equip students
with the needed knowledge and
skills?
• What will need to be taught and
coached, and how should it best be
taught in light of performance goals?
3. Plan learning experiences and
instruction
• What materials and resources
are best suited to accomplish
these goals?
• Is the overall design coherent
and effective?