Understanding by Design - Wikipedia, the free encyclopedia - The Diigo Meta page

• 18 Apr 15
  

  Julie Leach

  UBD

  • "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 learning environment should have high expectations and incentives for all students to come to understand the big ideas and answer the essential questions.^[8] In education, understanding can be viewed as a process by which the student creates a personal meaning or representation of what is being experienced. When it comes to content taught in school (and information gained elsewhere) the understanding the students create may be the same as the teacher's. Here, learners may grasp and comprehend existing structured information as it was presented. Alternatively, learners may personally create mental structures (understanding) possibly different from or even "deeper" than the teacher's
• 28 Oct 14
  

  Stan Harrison

  unit design understanding teaching reading writing

• 11 Oct 14
  

  Martin Caicedo

  Understanding_by_Design

• 23 Jun 14
  

  jorna76

  Understanding, essential questions, assessment. 

  • Teachers, according to UbD proponents, 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.^[

  • The Backward design approach is developed in three stages. Stage 1 starts with educators identifying the desired results of their students by establishing the overall goal of the lessons by using content standards, common core or state standards. In addition, UbD's stage 1 defines "Students will understand that..." and lists essential questions that will guide the learner to understanding. Stage 1 also focuses on identifying "what students will know" and most importantly "what students will be able to do".

     

    Stage 2 focuses on evidence of learning by assessment. Teachers plan performance tasks and evidence of understanding. Performance tasks determine what the students will demonstrate in the unit and what evidence will prove their understanding. This can include self-reflections and self-assessments on learning.

     

    Lastly, stage 3 lists the learning activities that will lead students to your desired results. ^[7]
  • It is focused on the design of curricular units (as opposed to individual lesson plans or broader programs)." The authors have discouraged the application of UbD approach to a system of daily lesson planning although it seems to be a natural way to proceed. In the book, they provided examples on why they discourage it.

  1 more annotation...

• 31 May 14
  

  jebaker3
• 02 May 14
  

  cruz rodriguez

  diseño proyectos ABPmooc educación

• 21 Apr 14
  

  Alicia Cundell

  id instructionalDesign

• 07 Apr 14
  

  María José Martínez

  ABPmooc_intef

• 07 Oct 13
  

  Ray Medeiros

  "Understanding by Design"

  design learning instructionaldesign backwarddesign

• 04 Oct 13
  

  Mark Ness
  • teaching for understanding
  • Association for Supervision and Curriculum Development
  • Understanding by Design
  • The potential of UbD for curricular improvement has struck a chord in American education
  • performance assessments
  • framework for designing curriculum units
  • instruction that lead your students to deep understanding of the content you teach
  • empathize
  • UbD expands on "six facets of understanding
  • explain
  • have self-knowledge
  • apply
  • have perspective
  • interpret
  • backward design
  • backwards planning
  • UbD proponents
  • Understanding by Design
  • traditionally start curriculum planning with activities and textbooks instead of identifying classroom learning goals and planning towards that goal
  • teacher starts with classroom outcomes and then plans the curriculum
  • backward design
  • choosing activities and materials that help determine student ability and foster student learning
  • developed in three stages
  • Backward design
  • desired results of their students by establishing the overall goal of the lessons by using content standards
  • Stage 1
  • educators identify
  • nd lists essential ques

    tions that will guide the learner to understanding
  • Students will understand that
  • dentifying "what students will know"
  • what students will be able to do
  • Stage 2
  • Performance tasks
  • determine what the students will demonstrate in the unit
  • evidence of learning by assessment
  • evidence of understanding
  • plan performance tasks
  • what evidence will prove their understanding
  • lists
  • stage 3
  • learning activities that will lead students to your desired results

  39 more annotations...

• 24 Jul 13
  

  Joanne Wang

  Education teaching-learning

  • Jay McTighe and Grant Wiggins
  • Backward design
  • goal of the lessons
  • assessment
  • learning activities
  • Students should be able to describe the goals (big ideas and essential questions) and performance requirements of the unit or course.

  4 more annotations...

• 29 Apr 13
  

  Lief Malone
• 19 Feb 13
  

  Zac Early

  UbD backwards_design

• 20 Jan 13
  

  workshopvisuals

  learning design teaching UbD backwards planning Jay McTighe curriculum Education Understanding by Design

• 14 Dec 12
  

  Colin Matheson

  understanding design

• 01 Nov 12
  

  Alexandre Gracioso

  curriculum Education teaching understanding Understanding_by_Design learning ubd design

  • Understanding by Design
• 15 May 12
  

  Matt Bower

  "Understanding by Design, or UbD, is a tool utilized 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] "

  ubd Understanding_by_Design curriculum Education teaching design learning understanding

• 01 Mar 12
  

  Dave Childers

  Another very popular method for designing curriculum and lessons.

  learning education design curriculum

• 29 Nov 11
  

  Jörgen Holmberg

  "backward design"

  design UbD

• 27 Nov 11
  

  Aurora Proudfoot

  teaching curriculum

• 13 Oct 11
  

  Angela Christopher

  ubd curriculum teaching learning design Understanding_by_Design

• 18 Apr 11
  

  choco 185

  ubd Education curriculum teaching design learning understanding backward_design wiggins mctighe

  • 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.^[
  • ublished by the Association for Supervision and Curriculum Development
  • Teachers should tell students about big ideas and essential questions, performance requirements, and evaluative criteria at the beginning of the unit or course
  • coherent curriculum design and clear distinctions between big ideas and essential questions.
  • The proponents of UbD clarifies that:
     1. "It is not a prescriptive program."
     2. "It is not a philosophy of education, nor does it require a belief in any single pedagogical system or approach."
     3. "It is focused on the design of curricular units (as opposed to individual lesson plans or broader programs)." The authors have discouraged the application of UbD approach to a system of daily lesson planning although it seems to be a natural way to proceed. In the book, they provided examples on why they discourage it.
     4. "Although teaching for understanding is a vital aim in schooling, it is just one of the many. There are cases when 'understanding' is neither feasible nor desirable. The developmental level of students will determine the extent to which conceptualization is appropriate; at other times, it will make in-depth understanding a lesser or tangential goal."
     5. The book is "built upon the conditional premise: IF you wish to develop greater in-depth understanding in your students, then the ideas & processes of understanding by Design apply."

  3 more annotations...

• 24 Mar 11
  

  Dr. Camille Dempsey

  understanding_by_design

• 01 Mar 11
  

  Raphaël Menegaldo
• 28 Jan 11
  

  Andres Santiago

  ELT article education

• 20 Dec 10
  

  Judy Gontz

  UBD

• 30 Nov 10
  

  Wendy Athens

  UbD

• 

  Wendy Athens

  UbD

• 12 Nov 10
  

  Amy Elizabeth Masgai

  ubd teaching design curriculum Education understanding by

• 04 Aug 10
  

  Julie Lindsay

  flatclassroom_book

• 03 Aug 10
  

  Louis Vigliotti

  ubd Education teaching curriculum

  • Understanding by Design
  • Understanding by Design relies on what Wiggins and McTighe call "backward  design" (also known as "backwards planning"). Teachers, according to UbD proponents, 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
• 16 Jul 10
  

  Gayleen Jackson

  Understanding_by_Design curriculum 21stcenturylearning assessment teaching design

• 06 Jul 10
  

  Thomas Miller

  Wikipedia's UBD citation

  curriculum design aps_Curriculum-and-Instruction ubd curriculum

• 28 Feb 10
  

  Audrey Nay

  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]"Teaching for understanding
  
  "Teaching for understanding" is another cent

  teaching_for_understanding Education curriculum understandings

• 31 Jan 10
  

  beth915

  teaching education ubd

• 30 Aug 09
  

  MB Lemoine

  ubd

• 03 Aug 09
  

  wcudigilit

  ubd

• 29 Jul 09
  

  Edwin Haniel Engana

  MASTERAL

• 18 Jul 09
  

  Kamal Morjal

  The title says it all!

  instructional-design education learning ubd delicious-20110104

• 01 Jul 09
  

  Susan Brooks-Young

  school2.0 ubd

• 16 May 09
  

  Richard Oostenink

  ubd

• 22 Dec 08
  

  Annemarie Jones

  Education

• 27 Oct 08
  

  ubd learning

• 30 Aug 08
  

  Nerine Chalmers

  Bookmarks imported curriculum understanding_by_design

• 22 Jul 08
  

  Grace Kat
• 30 Apr 08
  

• 14 Feb 08
  

  ubd

• 20 Sep 07
  

  Steve Garwood

  teaching collaborative_teaching ubd

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