REPUBLIC OF THE PHILIPPINES

PANGASINAN STATE UNIVERSITY

URDANETA CAMPUS

TOPIC: UNDERSTANDING BY DESIGN (UBD), A CURRICULUM MODEL

REPORTER: PAULANE R. NAVALTA
COURSE & YEAR: BEED II-B
COURSE SUBJECT: PRINCIPLES OF TEACHING 1
COURSE CODE: PROF EDUC 105
INSTRUCTOR: DR. DOMINGO M. CABARTEJA

UNDERSTANDING BY DESIGN (UbD), A CURRICULUM MODEL

“Understanding by design is teaching for understanding”

This is a curriculum model advocated primarily by Jay Mc Tighe and Grant

Wiggins in their book, Understanding by Design (2005).

The 3 Elements/Stages of UbD

 Stage 1 has something to do with results/desired outcomes. Results and desired

outcomes are what students should be able to know and do at the end of the
course or unit. They are expressed in terms of overall goals and specifically
defined in terms of content and performance standards.

 Stage 2 is on assessment. Assessment refers to the acceptable evidence that

the desired goal has been attained. This evidence may be in the form of products
and performances. These products and performances are the demonstration of
conceptual understanding, content skill and attitudes students learned.

 Stage 3 spells out the details of the instructional activities that students will go
through to attain the standards.

Below are an outline and some additional details on the 3 stages:

Stage 1 – Set targets

A. Intended results/Desired outcomes

A. 1. Content Standards – These refer to what students should know and be

able to do.
A. 2. Performance Standards – These refer to the level of proficiency with
which a student can demonstrate what he/she can do.

B. Essential Understandings – Big and enduring ideas at the heart of the

discipline which we want children to remember even long after they leave
school.

C. Essential Questions – These are open-minded, provocative questions that

spark thinking and inquiry into the essential meanings and understandings

D. Curriculum Objectives – These are expressed in terms of specific knowledge,

skills and values which are expected to be taught and learned

Stage 2 – Determine evidence of understanding. There are 6 facets of

understanding. The learner’s understanding of what was learned can be exhibited by
his/her ability to 1) explain, 2) interpret, 3) apply, 4) see what he/she has learned from
various perspectives, 5) is able to emphasize with others and is able to 6) to reflect how
the lesson learned relates to himself/herself.
 For a better understanding of the six (6) facets of understanding, some key verbs
that are associated with each facet are given below (Mc Tighe, J and G. Wiggins, 2005):

6 Facets of Understanding as Instructional Tools

(Performance Verbs)

 EXPLAIN
 Demonstration, Model, Predict, Prove, Synthesize Teach
 Describe, Predict, Prove, Synthesize Teach
 Describe
 Design
 Exhibit
 Instruct

 INTERPRET
 Create Analogies
 Critique
 Document
 Evaluate
 Illustrate
 Judge
 Create metaphors

 APPLY
 Adapt
 Propose
 Invent
 Solve
 Produce
 Design

 PERSPECTIVE
 Analyze
 Argue
 Criticize
 Infer
 Contrast

 EMPHATY
 Assume the role of
 Be like
 Consider
 Imagine
 Role-play

 SELF-KNOWLEDGE
 Be aware of
 Realize
 Recognize
 Reflect
 Self-assess

TEST YOURSELF
MULTIPLE CHOICES
Direction: Encircle the letter of the correct answer

1. “___________________ is teaching for understanding.”

a) Inquiry Method
b) Metacognitive Approach
c) Understanding by Design (Ubd)
d) Assessment

2. Understanding by Design (Ubd) is a curriculum model advocated primarily by

___________________ and ___________________.

a) David Krathwohl and Anita Harlow

b) Jean Piaget and Lev Vygotsky
c) Bloom and Anderson
d) Jay Mc Tighe and Grant Wiggins

3. ___________________ is an element of UbD that has something to do with

results/desired outcomes.

a) Stage 1
b) Stage 2
c) Stage 3
d) Stage 4

4. ___________________ is an element of UbD that is on assessment.

a) Stage 1
b) Stage 2
c) Stage 3
d) Stage 4

5. ___________________ is an element of UbD that spells out the details of the

instructional activities that students will go through to attain the standards.

a) Stage 1
b) Stage 2
c) Stage 3
d) Stage 4

6. ___________________ are what students should be able to know and do at the end
of the course or unit.

a) Results and desired outcomes

b) Assessment
c) Set targets
d) Determine evidence of understanding

7. ___________________ refers to the acceptable evidence that the desired goal has
been attained.

a) Results and desired outcomes

b) Assessment
c) Set targets
d) Determine evidence of understanding

8. ___________________ refer to what students should know and be able to do.

 a) Content Standards
b) Performance Standards
c) Essential Understandings
d) Essential Questions

9. ___________________ refer to the level of proficiency with which a student can

demonstrate what he/she knows and what he/she can do.

a) Content Standards
b) Performance Standards
c) Essential Understandings
d) Essential Questions

10. ___________________ are big and enduring ideas at the heart of the discipline
which we want children to remember even long after they leave school.

a) Content Standards
b) Performance Standards
c) Essential Understandings
d) Essential Questions

11. ___________________ are open-minded, provocative questions that spark thinking

and inquiry into the essential meanings and understandings.

a) Performance Standards
b) Essential Understandings
c) Essential Questions
d) Curriculum Objective

12. ___________________ are expressed in terms of specific knowledge, skills and

values which are expected to be taught and learned.

a) Performance Standards
b) Essential Understandings
c) Essential Questions
d) Curriculum Objective

13. There ___________________ facets of understanding as instructional tools.

a) 10
b) 8
c) 6
d) 4

14. ___________________ and ___________________ introduced the facets of

understanding as instructional tools.

a) David Krathwohl and Anita Harlow

b) Jean Piaget and Lev Vygotsky
c) Bloom and Anderson
d) Jay Mc Tighe and Grant Wiggins

15. ___________________ is part of facets of understanding as instructional tools in

which the performance verbs are demonstrate, model, predict, prove, synthesize teach;
describe, predict, prove, synthesize teach; describe; design; exhibit; instruct.

a) Explain
b) Interpret
 c) Apply
d) Perspective

16. ___________________ is part of facets of understanding as instructional tools in

which the performance verbs are create analogies; critique; document; evaluate;
illustrate; judge; create metaphors.

a) Explain
b) Interpret
c) Apply
d) Perspective

17. ___________________ is part of facets of understanding as instructional tools in

which the performance verbs are adapt; propose; invent; solve; produce; design.

a) Explain
b) Interpret
c) Apply
d) Perspective

18. ___________________ is part of facets of understanding as instructional tools in

which the performance verbs are analyze; argue; criticize; infer; contrast.

a) Apply
b) Perspective
c) Empathy
d) Self-knowledge

19. ___________________ is part of facets of understanding as instructional tools in

which the performance verbs are assume the role of; be like; consider; imagine; role-
play.

a) Apply
b) Perspective
c) Empathy
d) Self-knowledge

20. ___________________ is part of facets of understanding as instructional tools in

which the performance verbs are be aware of; realize; recognize; reflect; self-assess.

a) Apply
b) Perspective
c) Empathy
d) Self-knowledge