Demystifying UbD and DI:

Session One
September 22, 2014
Presenter:

Eric Bone
B

Session Goals
To introduce the curriculum design
framework known as Understanding by
Design (UbD)
To introduce instructional framework of
differentiation
To develop a rationale for the use of UbD and
DI to support the strategic plan Compass to
2015 (Transitioning to Charting the Course
2020)

KUDKnow, Understand, and Do

Enduring Understandings:
Differentiated Instruction (DI) and Understanding by Design (UbD) are essential
frameworks for ensuring the development of high quality curriculum for the 21st
Century.
There is a direct connection between curriculum and instruction and student
performance
Essential Questions:
How are DI and UbD connected?
To what extent do DI and UbD promote rigor and relevance in the classroom?
Knowledge:
UbD is a curriculum framework that uses backward design
There are three stages of UbD
DI is an instructional framework that meets the needs of all learners
The key features of DI
Do:
Assess current understanding and application of UbD & DI (Self-Assessment)
Complete Sternberg Learning Profile
Develop a rationale for using UbD and DI in the 21st Century classroom
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Strategic Goal:
Recognizing that the long range goal of
the VBCPS is the successful preparation
and graduation of every student, the
near term goal is that by 2015, 95% or
more of VBCPS students will graduate
having mastered the skills that they
need to succeed as 21st century learners,
workers and citizens.
S

Strategic Objectives
1.

All teachers will engage every student in meaningful, authentic and rigorous
work through the use of innovative instructional practices and supportive
technologies that will motivate students to be self-directed and inquisitive
learners.

2.

VBCPS will develop and implement a balanced assessment system that

accurately reflects student demonstration and mastery of VBCPS outcomes
for student success.

3.

Each school will improve achievement for all students while closing
achievement gaps for identified student groups, with particular focus on
African American males.

4.

VBCPS will create opportunities for parents, community and business leaders
to fulfill their essential roles as actively engaged partners in supporting
student achievement and outcomes for student success.

5.

VBCPS will be accountable for developing essential leader, teacher and staff
competencies and optimizing all resources to achieve the school divisions
strategic goal and outcomes for student success.

VBCPS Outcomes for Student Success

Our primary focus is on teaching and assessing
those skills our students need to thrive as 21st
century learners, workers and citizens. All VBCPS
students will be:

Academically proficient;
Effective communicators and collaborators;
Globally aware, independent, responsible learners and citizens;
and
Critical and creative thinkers, innovators and problems solvers.

STUDENTS

Resilience

TEACHERS

PLCs
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We begin by asking ourselves,

Whats best for kids? and build
everything around the answers.
~Dennis Littky
The BIG Picture: Education is Everyones Business

Ask Yourselves This

What do we want each student to know, understand,

and be able to do?
Why is it important for them to learn this?
What learning opportunities will we provide to assist
them in learning?
What evidence do we have that they learned it?
How will we respond when some students dont learn?
How will we respond when some students already
know it?

Part 1
Understanding by Design:
A Curriculum Design
Framework

BRAINSTORMING TASK:

Briefly outline the

steps taken to plan
for your daily
teaching.
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What is Understanding by Design?

Uses a framework to design or redesign

curriculum to ensure student understanding

Focuses on development of curricular units

versus individual lessons (However, we will
maintain a focus on high-quality instruction.)

Employs a backward design approach that

keeps the end in mind
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Why Backward Design ?

Lessons and units should be derived from the results

sought, not from the methods, books, and activities
with which we are most comfortable

Too often the focus is on the teaching and not the

learning

You must have a clear understanding of where you

are headed before designing learning experiences

Naturally lends itself to differentiation

Typical Error in Design

Identify
Content

Brainstorm
Activities

Create an Assessment
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Therefore The Traditional Approach

Can be Hands-on without being minds-on

Activities are fun and interesting; but do not

typically lead anywhere intellectually

Emphasis on coverage of material

A teach to the test approach

Understanding by Design
3 Stages of Backward Design
Stage 1: Identify Desired Results
Stage 2: Determine Acceptable Evidence
Stage 3: Plan learning experiences and
instruction

2002 Grant Wiggins & Jay McTighe

STAGE 1 Identifying
Desired Results

Designing around Big Ideas

Worth being
familiar with
Important to
know & do
Big Ideas &
Core Topics

nice to know
but may not
assess
Foundational
knowledge & skill
(These are our
SOLs and VBOs.)
Big ideas & core
topics worth
exploring in depth
(What do we want
our students to
truly remember 1520 years from
now?)

 Facts
Vocabulary
Dates
Places
Names
Teaching facts in isolation is like trying to pump water uphill.
Carol Tomlinson
Adapted from Differentiating Understanding by Design Units
Marcia Imbeau-University of Virginia

Identifies the big ideas of the unit

Enables students to get the point of the lesson/unit
Provides relevance to outside world and students
lives

Allows students to make connections across content

Increases rigor
Adapted from Differentiating Understanding by Design Units
Marcia Imbeau-University of Virginia

Skills
Working like a practitioner
Analyzing
Evaluating
Synthesizing
Applying

Calculating
Problem Solving
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Using tools of the discipline

Adapted from Differentiating Understanding by Design Units

Marcia Imbeau-University of Virginia

A Focus on Understanding
Transfer is the capacity to take what
we know and use it.
Creatively
Flexibly

Independently

To avoid a lack of transfer we

must
Uncover students potential
misunderstandings
Uncover the questions, issues,
assumptions, and gray areas
Uncover the core ideas at the heart of
the content
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Evidence of Lack of Transfer

Attentive students do not get it
Inability to make connections
Forget the material as soon as the test is
over
Students fail to see the relevance
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Stage 1: Key Features

Essential questions should be open-ended to

promote higher-level thinking

SOLs and VBOs are not enduring understandings

Possessing factual knowledge does not guarantee

true understanding

Transfer is the goal

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Brain Break!

Something that resonated with me was

A connection I can make is
A question that I have is
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STAGE 2 Determining
Acceptable Evidence

Make a quick list of

the ways in which you
assess your students.
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Types of Assessments
Traditional question & answer
paper/pencil
selected-responses
constructed response

Performance tasks & projects

open-ended
complex
authentic
Adapted from Differentiating Understanding by Design Units
Marcia Imbeau-University of Virginia

CONTINUUM OF
ASSESSMENT TYPES
QUIZZES
WRITING PROMPTS
JOURNAL ENTRIES
TESTS
EXPERIMENTS
PROJECTS
PRESENTATIONS
PERFORMANCE TASKS

Defining Performance Tasks

Centered around a complex challenges
Mirror issues and problems faced by adults
May be short-term to long-term multistage
projects
Typically authentic
Designed to meet individual learning needs
(readiness, interests, learning styles)

McTighe and Wiggins Understanding By Design, 2005

Constructing a Performance Task Scenario

Goal [task, goals, problem,

obstacles]

Role
Audience [clients, audience,

who do you need to convince]

Situation [context,
challenge]
Product, Performance,
Purpose
Standards and Criteria
for Success

Clear Criteria for

Assessing Student Work

By establishing clear criteria, we will:

Reveal important aspects of student work
Measure the varying degrees of understanding among
students
Ensure consistency and fairness for all
Evaluate all aspects of the performance
Provide students with rubrics to clarify expectations

TV Reality Advanced Math 6

Probability and Statistics Performance Task

The following problem was presented to Great Neck students in 1998:

Ninety-nine percent of American homes own televisions. Research reports that
televisions are on more than six hours a day. Children in the United States watch
an average of twenty-one to twenty-eight hours of television per week. The typical
high school graduate will have seen between 15,000 to 18,000 hours of television
versus spending 12,000 hours in school (Vessey, et.al., 1998).
Members of Great Necks PTA board are concerned that the commercials being
aired on the local television stations are promoting unhealthy eating habits. The
local television companies are concerned that their viewing audience will decline
because of the parents accusations. Your data research firm has been hired to
find out what categories of television advertisements are most frequently aired.
The question of the effects of TV viewing on students health has come up again.
Parents and teachers want to know if the statistics stated in the problem are still
true today and if TV viewing is promoting unhealthy habits. Once again, you are a
member of a data research firm. Your job is to determine if the PTA still has cause
to be concerned, and if not, why is this no longer a problem. You will need to gather
data that is relevant to the problem, analyze that data, and present your findings to
the class. As you plan your approach to the problem, be sure to consider all aspects
of TV viewing and how it might promote unhealthy habits.

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TV Reality Performance Task Rubric

CATEGORY

Data Collection

Choices in data collection

demonstrate a sophisticated
understanding of the problem.
Data collection allows for
multiple interpretations of the
information collected. Data
collection is a thorough
representation of the problem.

Choices in data collection

demonstrate a clear
understanding of the problem.
Data collection allows for
complete interpretation of the
information collected. Data
collection is a complete
representation of the problem.

Choices in data collection

demonstrate some
understanding of the problem.
Data collection allows for
adequate interpretation of the
information collected. Data
collection is somewhat
representative of the problem.

Choices in data collection

demonstrate little to no
understanding of the problem.
Data collection does not allow
for interpretation of the
information collected. Data
collection is not representative
of the problem.

Data Representation

Representation of data uses

multiple (more than 3)
methods to demonstrate a
thorough understanding of
results. Data display allows
for complex analysis of
information presented. Data
representation encourages
complex conclusions to be
drawn.

Representation of data uses

three methods to demonstrate
understanding of the results.
Data display allows for
complete analysis of
information presented. Data
representation allows
appropriate conclusions to be
drawn.

Representation of data uses

two methods to demonstrate
results. Data display allows
for some analysis of
information presented. Data
representation allows few
conclusions to be drawn.

Representation of data uses

one method to demonstrate
results. Data display does not
allow for analysis of
information presented. Data
representation fails to allow
conclusions to be drawn.

Accuracy of Data
Display

All information is displayed

correctly and easy to see. All
appropriate labels are used
correctly and a key (if
necessary) is present and
clear. Graph(s) fits the data
and makes it easy to interpret.

All information is displayed

correctly and easy to see. All
appropriate labels are used
correctly and a key (if
necessary) is present and
clear. Graph(s) fits the data
but interpretation of the data is
somewhat difficult.

Most information is displayed

correctly. Labels are used.
Graph(s) distorts the data and
interpretation of the data is
difficult.

Information is not displayed

correctly. No labels are used.
Graph(s) distorts the data and
interpretation of the data is
impossible.

Data Analysis

Analysis of data provides new

insight into the problem. Data
analysis represents a variety
of perspectives. Data analysis
includes a sophisticated
conclusion that is supported
by appropriate evidence.

Analysis of data provides

clear insight into the problem.
Data analysis represents at
least one perspective. Data
analysis includes a complete
conclusion that is supported
by appropriate evidence.

Analysis of data provides

some insight into the problem.
Data analysis represents at
least one perspective. Data
analysis includes a conclusion
that is supported by limited
evidence.

Analysis of data fails to

provide insight into the
problem. Data analysis does
not represent any perspective.
Unable to draw conclusions
due to lack of evidence.

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Stage 2: Key Features

Ensure that your assessment system is
balanced
Use ongoing assessment to adjust learning
experiences
Align assessments with EQs & EUs
Ensure an appropriate level of challenge
for each learner
Make task relevant to students lives

Brain Break!
Something that confuses me is
Something I want to know more about is

Three important things Ive learned so far

are
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STAGE 3
Plan Learning Experiences
and Instruction

DESIRED RESULTS
What teaching and
learning experiences
will equip students
to demonstrate
their targeted
understandings?

Adapted from Differentiating Understanding by Design Units

Marcia Imbeau-University of Virginia

W.H.E.R.E.T.O.?
Adapted from Differentiating Understanding by Design Units
Marcia Imbeau-University of Virginia

W.H.E.R.E.T.O.

Where are we
going?
What is
expected?
Where are the
students
coming from?

Adapted from Differentiating Understanding by Design Units

Marcia Imbeau-University of Virginia

W.H.E.R.E.T.O.
Hook and
Hold the
students.

Adapted from Differentiating Understanding by Design Units

Marcia Imbeau-University of Virginia

W.H.E.R.E.T.O.
Equip
students, help
them
Experience
the big ideas,
Explore the
issues.
Adapted from Differentiating Understanding by Design Units
Marcia Imbeau-University of Virginia

W.H.E.R.E.T.O.
Rethink and Revise
or Refine and
Reflect upon their
understandings and
work .
Adapted from Differentiating Understanding by Design Units
Marcia Imbeau-University of Virginia

W.H.E.R.E.T.O.
Encourage
SelfEvaluation
Adapted from Differentiating Understanding by Design Units
Marcia Imbeau-University of Virginia

W.H.E.R.E.T.O.
Tailor the design to
address student
differences in
background knowledge
and experiences, skill
levels, interests, talents
and learning styles.
Adapted from Differentiating Understanding by Design Units
Marcia Imbeau-University of Virginia

W.H.E.R.E.T.O.
How will the learning
experiences be
organized to enable
the learners to achieve
the desired results?
What sequence of
learning experiences
makes sense?

Adapted from Differentiating Understanding by Design Units

Marcia Imbeau-University of Virginia

Stage 3: Key Features

Focus on the big ideas identified in Stage 1

Avoid falling back on comfortable and familiar
techniques
Engage students in minds-on learning experiences
Incorporate relevant and respectful learning
experiences
Consider assessment as you plan
Reflect: rethink, revise, and refine

Part 2:
Differentiation
An Instructional Framework

Take a several minutes to

complete the differentiation
checklist.

Differentiation
of
Instruction
Is a teachers response to learners needs
Guided by general principles of differentiation, such as
Respectful tasks
Flexible
grouping

Ongoing assessment and

adjustment

With high quality curriculum for all learners as the foundation, teachers can differentiate:

Content

Process

Product

Learning
Environment

According to students

Readiness

Interests
From The Differentiated Classroom by C.A. Tomlinson, 1999

Learning
Profile

Teachers Can Differentiate

Content- What we teach and how we give
students access to the information and ideas
that matter.
Process- How students come to understand and
own the knowledge, understanding, and skills
(KUD) essential to a topic.
Product- How students demonstrate what he or
she has come to know, understand, and be able
to do (KUD).
Learning Environment- The way the classroom
feels and functions.
From Differentiation in Practice by C.A. Tomlinson and C.C. Edison, 2003

When Can You Differentiate

within the UbD Framework?

Stage 1: Do not differentiate hereeveryone should

be working toward the same understanding

Stage 2: Differentiate assessments with caution

Stage 3: Differentiate as much as necessary based on

pre-assessment

What can be assessed?

Readiness
Content Knowledge
Skills
Concepts/Principles

Interest
Current
Interests
Potential
Interests
Talents/Passions

Learning Profile
Areas of
Strength and
Weakness
Learning
Preferences
Self Awareness

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Carol A. Tomlinson

Tiered for Readiness

Periodic Table of Density Project
Group 1

Your group has been assigned the job of creating a Periodic Table of Density. You must consider
all you have learned about density and the Periodic Table of Elements as you complete this project. You will
be provided with 25 samples that you must organize into a Periodic Table of Density based on the densities
of the objects as well as similar properties.
As a result of your investigations, you should be able to explain:
How general properties of matter, weight, mass, volume, and density describe how matter is alike;
How the density of certain matter is affected by the volume of the matter;
How the formula for determining an objects density allows us to make predictions concerning real-world
problems.
As you work through your investigations, you will need to follow the guidelines below.
Accurately calculate the density of each object.
Compare the densities of the objects.
Complete the Density Table W.S. (all group members must complete and turn in this W.S.)
Arrange the objects in order of densities from least to greatest. Items with the same density can only be
represented once on your table.
When organizing your table, columns will represent similar properties and rows will represent
numerical ranges of density. You will create a periodic table box for each item. The box must include a
symbol for the object, the order number, and the density of the object. Your box must be color coded to help
us understand your organization of your table. (see sample below)
As with the Periodic Table of Elements, it is possible that you will have empty spaces on your
table, your group should hypothesize what objects would fit into those spaces. You will share your
hypothesis during your presentation. Be sure to be able to justify your thinking. Once you have made your
hypothesis, find the densities of the objects that you predicted would fit into the empty spaces and then
discuss your predictions.
You will present your table to the class via an oral presentation. Your presentation should be
professional. You will need to organize what you plan to say and be able to clearly explain the process you
went through to complete the table. Be sure to discuss your predictions and your results.

Tiered for Readiness

Density Investigations
Group 2
Your group has been assigned the job of conducting a series of investigations about
density and analyzing the results in order to draw conclusions about density. As a
result of your investigations, you should be able to explain:
How general properties of matter, weight, mass, volume, and density describe how
matter is alike;
How the density of certain matter is affected by the volume of the matter;
How the formula for determining an objects density allows us to make predictions
concerning real-world problems.
As you work through your investigations, you will need to follow the guidelines
below.
You must use scientific method for this project so be sure to familiarize yourselves
with all steps to this process.
Consider the overall goal of this project and write a hypothesis statement.
Conduct all three (Wat-ar Densities, A Salty Problem, Little Copper/Big Copper)
investigations using scientific method.
Combine the investigations to draw one conclusion that addresses the questions
stated above.
Create a final presentation that combines the results of all three investigations into
one experiment and present your results and conclusions following the scientific
design process.
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Tiered for Readiness

Density Column Project

Group 3
Your group has been assigned the job of creating a density column using a variety of objects.
You must consider all that you have learned about density as you complete this project. You
will be provided with 15 samples that you must organize into a density column. As a result of
your investigations, you should be able to explain:
How general properties of matter, weight, mass, volume, and density describe how matter is
alike;
How the density of certain matter is affected by the volume of the matter;
How the formula for determining an objects density allows us to make predictions
concerning real-world problems.
As you work to complete this project, be sure to follow the guidelines listed below.
Guidelines:
Accurately calculate the density of each object.
Compare the densities of the objects.
Complete the Density Table W.S. (all group members must complete and turn in this W.S.)
Arrange the objects into a density column (least to greatest).
Draw your density column on bulletin board paper. Your drawing should include a symbol for
each object, a picture of each object, and the density of each object.
Be prepared to give an oral presentation that explains your density column, including how
you calculated the density of each object, why you placed them where you did in the column,
any complications you encountered and how you resolved them, and any surprises that
occurred with your results.

Interest Based Activity

Interest Inventory: Independence Trunk
Speaking Roles:
Dad _______
Grandma _____
Danny _______
Fred ________
Paul Revere _____
Jackson _____

Nonspeaking Roles:
Costumes _____
Scenery ______
Audio _______

Interest Inventory: Lillians Family Tree

Speaking Roles:
Jesse ______
Dad _____
Mom _______
Lillian ________
Grandpa _____
Grandma _____

Nonspeaking Roles:
Costumes _____
Scenery ______
Audio _______

Interest Inventory: From Independence to

Speaking Roles:
Lucy ______
Aunt Jean _____
Mom _______
Dad ________
Uncle Mike _____
Jimmy _____

Oregon

Nonspeaking Roles:
Costumes _____
Scenery ______
Audio _______

Interest Inventory: Patriots in Boston

Speaking Roles:
Samuel _______
George _____
Lucas _______
Belinda ________
Sarah _____
Narrator _____

Nonspeaking Roles:
Costumes _____
Scenery ______
Audio _______

Using Learning Profiles to Differentiate

EUs
- Cells have many organelles that perform life processes.
- Cells are the basic unit of organized living systems.
EQs
- What are the structures found within a cell and what are their functions?
- What are the life processes that are essential for cells to carry out life
functions?
- What is the relationship between cellular structure and function?
- What factors influence the relationship between cellular structure and
function?
- To what extent does the system of a cell relate to other systems?
Practical Thinker
Connect a cells parts and their functions to something in the real world. Design
a graphic to show the connections that exist between a cell and the real world
item you have chosen. Your graphic should include a drawing of a cell and all
of its parts as well as demonstrate your understanding of how each part
functions. You should then show how your real world item has parts and how
those parts function as a whole, just like a cell. You should use a variety of
sources to help you complete this project. Be sure to use the reference
booklet The Cell: Down to Basics
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Using Learning Profiles to Differentiate

Creative Thinker
Design and create a 3-D model of a cell. Be sure to include all of the parts of
the cell. You can use any materials you choose to make your model. Once
you have created your model, write a dialogue between all of the parts of a
cell. The dialogue must make it clear to someone who knows nothing about
a cell how it functions as a system. Be sure to focus on each parts purpose
in order for the cell to work as a complete system. You should use a variety
of sources to help you complete this project. Be sure to use the reference
booklet The Cell: Down to Basics
Analytical Thinker
Build a manipulative that shows all of the parts of a cell. Your manipulative can
be anything that has movable parts such as a game or a puzzle. Your
manipulative will help others examine the relationships of each part of a cell
by hypothesizing the reasonable result of eliminating various parts of the
cell. Look at the cause/effect relationship that would occur if any part of the
cell were to be destroyed. Use your manipulative to show the reasonable
result that might occur. You should use a variety of sources to help you
complete this project. Be sure to use the reference booklet The Cell: Down
to Basics

Whats the Point?

Readiness

Interest

Learning
Profile

Encourages

Promotes

Increases

Growth

Motivation

Efficiency
Carol Ann Tomlinson

Differentiation: Key Features

Differentiation is an important aspect of Stage 3.

Teachers can differentiate content, process,
product, and learning profile based on readiness,
interest, and learning profile
Differentiated by readiness encourages growth;
by interest, promotes motivation; by learning
profile increases efficiency
Never differentiate Stage 1; use caution when
differentiating Stage 2; differentiate as much as
necessary when differentiating Stage 3
Differentiation should occur based on greater
learner differences
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UbD and DI Connections

Curriculum

Instruction

for

Understanding

Assessment

for

Transfer

Individual Fit

for

Engagement
and Meaning
Making

Personal
Relevance

Evidence

Feedback

In response to
Informing
Instruction

Developed through

Readiness

Interest
Reflection

Backward design

Learning
Profile
UbD/DI

DI

UbD

Culminating Activity
Creative - You work for Teachers Inc. magazine and are currently working on an issue
that will highlight best practices for curriculum and instruction. You want to focus on
UbD and DI as a model for writing curriculum. Design a magazine layout that
emphasizes why UbD and DI are essential frameworks for ensuring the development of
high quality curriculum.
Analytical - You are a curriculum consultant who has been hired by a school system to
help redesign their curriculum and instruction design. Develop a short presentation to
be given to the school board that justifies why UbD and DI are essential frameworks for
ensuring the development of high quality curriculum and should be used by the school
system.
Practical You are a teacher leader in your building. Your principal has asked you to
help guide the school as they implement UbD and DI frameworks in order to improve
student understanding. Based on your own experience and what you have learned today,
plan a speech that explains why UbD and DI are essential frameworks for ensuring the
development of high quality curriculum. Keep in mind that you will be convincing your
colleagues that UbD and DI is the best way to move instruction in your building forward
and that some of those colleagues may be less than thrilled with the change.

Discovery is a given
Doing is a way of life
All students learn to do better than
what they perceive to be their best
School is the place to be
Learning is the thing to do!
Adapted from: Tomlinson, C.A. (2003). Deciding to teach them all. Educational Leadership,
61 (2), 7-11.

Demystifying UbD and DI Series

Session Two: Big Ideas

September 29, 2014
3:45-4:45
Room 323
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