Objective :

Describe the elements of

Understanding by Design
as a curriculum model
Objective :
Show how UbD enhances
deeper understanding of
the most essential things to
be learned
UNDERSTANDING
by DESIGN (UbD),
A CURRICULUM
MODEL
This is a curriculum model
advocated primarily by Jay Mc
Tighe and Grant Wiggins in their
book, Understanding by Design
(2005)
 THE 3
ELEMENTS/STAG
ES OF UbD
Stage 1 has something to do with
the results/desired outcomes.
- What the students should be
able to know and to 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.
- 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 of the details of the
instructional activities that
students will go through to attain
the standards.
Below are an outlined and some additional details on
the 3 stages:
Stage 1: Set Targets
1. Intended results/desired outcomes
Content Standards: These refer to what students should
know and be able to do.
Performance Standards. These refer to the level of
proficiency with which a student can demonstrate what
he/she knows and what he/she can do.
2. Essential Understandings.
These are big and enduring ideas
at the heart of the discipline
which we want children to
remember even long after they
leave school
3. Essential Questions. These are
open-ended, provocative
questions that spark thinking and
inquiry into the essential
meanings and undertakings
4. 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 six (6) facets of
understanding.
 SIX FACETS (6) OF
UNDERSTANDING AS
INSTRUCTIONAL
TOOLS
(MC TIGHE, J. AND G.
WIGGINS, 2005)
Explain
- demonstrate, 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
See from various perspective
- analyze
- argue
- criticize
- infer
- contrast
Emphatize
- assume the role of
- be like
- consider
- imagine
- role-play
Reflect Self-Knowledge
- be aware of
- realize
- recognize
- reflect
- self- assess
Learning Activities Using the six
facets
Topic: Nutrition
1. Explanation. Develop a brochure
to help younger students
understand what is meant by a
balanced diet
2. Interpretation. Discuss
what the popularity of
Fast foods say about
modern life.
3. Application. Plan a
menu for a class party
consisting of healthy yet
tasty snacks.
4. Perspective. Conduct research to
find out if the Food Pyramid
Guidelines apply in other regions
such as Antarctica, Asia, the Middle
East and the impact of diverse diets
on health and longevity.
5. Empathy. Imagine how it
might feel to live with a
dietary restriction due to a
medical condition.
6. Self-knowledge. Reflect
on the one that can become
extent o healthy eater?
Stage 3: Plan Instruction
This stage follows the following
steps:
1. Explore
2. Firm up
3. Deepen
4. Apply/Transfer
Explore
- Find out what your
students know and not
know about the lesson
Firm up
- Affirm the correct concepts
or skills that they know.
Correct what is erroneous.
Teach what they do not know.
Deepen
- Remember wait time I and II –
at least 5 seconds of thinking
time after a question and after a
question and after a response
-Call on students randomly
- Use probes and follow-ups
- ask students to “unpack their
thinking”
- periodically ask for summaries
- play devil’s advocate
- survey the class: how many agree
with___?
- Pose metacognitive/reflective questions
-Encourage student questioning
- Use think-pair-share
Apply/Transfer Stage
- Is the application of concepts,
skills and attitudes learned in real
life
WHERETO Framewok
- This acronym is a propose
framework for developing an
instructional plan. This can help
you in the stage 3 of UbD.
WHERETO Framewok
- This acronym is a propose
framework for developing an
instructional plan. This can help
you in the stage 3 of UbD.
H – How will I HOOK the
learners?
E – How will I EQUIP students to
master identified standards? What
learning EXPERIENCES will
help deepen understanding?
R – How will i encourage learners to
RETHINK previous learning? How
will I encourage ongoing REVISION
and REFINEMENT?
E – How will I promote self-
EVALUATION and reflection?
T – How will I TAILOR my learning
activities to address the different
readiness levels, learning profiles of
students?
O – How will the learning experiences be
ORGANIZED to maximize engaging and
effective learning?
Journal No. 10
Formulate an instructional
plan using UbD. Follow
the three elements/stages.