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Dr. Petrosino's lecture notes on October 21, 2010 for Project Based Instruction
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Understanding by Design
A very brief introduc5on Dr. Petrosino
October 21, 2010
What is it?
• Defined by Wiggins and McTighe, Understanding by Design is a "framework for designing curriculum units, performance assessments, and instruc5on that lead your students to deep understanding of the content you teach,”UbD expands on "six facets of understanding", which include students being able to explain, interpret, apply, have perspec5ve, empathize, and have self-‐knowledge about a given topic
Backward Design
• Understanding by Design relies on what Wiggins and McTighe call "backward design" (also known as "backwards planning"). Teachers, according to UbD proponents, tradi5onally start curriculum planning with ac5vi5es and textbooks instead of iden5fying classroom learning goals and planning towards that goal. In backward design, the teacher starts with classroom outcomes and then plans the curriculum, choosing ac5vi5es and materials that help determine student ability and foster student learning
Teaching for Understanding • "Teaching for understanding" is another central premise of
Understanding by Design. It should be evident in course design, teacher and student aQtudes, and the classroom learning environment.
• There should be coherent curriculum design and clear dis5nc5ons between big ideas and essen5al ques5ons.
• Teachers should tell students about big ideas and essen5al ques5ons, performance requirements, and evalua5ve criteria at the beginning of the unit or course.
• Students should be able to describe the goals (big ideas and essen5al ques5ons) and performance requirements of the unit or course.
• The classroom learning environment should have high expecta5ons and incen5ves for all students to come to understand the big ideas and answer the essen5al ques5ons
What it is not • The proponents of UbD clarifies that:
1. "It is not a prescrip5ve program.” •
2. "It is not a philosophy of educa5on, 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 applica5on 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 conceptualiza5on is appropriate; at other 5mes, it will make in-‐depth understanding a lesser or tangen5al goal.”
• 5. The no5on is "built upon the condi5onal premise: IF you wish to develop greater in-‐depth understanding in your students, then the ideas & processes of understanding by Design apply."