Understanding by
Design
"Understanding by design is teaching for understanding."
STAGES OF UBD
• Stage l 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.
STAGES OF UBD
• 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.
STAGES OF UBD
Stage 3 spells out the
details of the
instructional activities
that students will go
through to attain the
standards.
Outline and some additional details
Stage 1 - Set targets.
A. Intended results/Desired outcomes.
A.1 Content Standards — These also 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 knows
and what he/she can do.
Outline and some additional details
Stage 1B. Essential Understandings
Big and enduring ideas at the heart of the discipline
which we want children to remember even long after
they leave school.
Stage 1C. Essential Questions
These are open-ended, provocative questions that
spark thinking and inquiry into the essential meanings
and understanding.
Outline and some additional details
Stage 1D. Curriculum Objectives
These are expressed in terms of
specific knowledge, skills and values
which are expected to be taught and
learned
Outline and some additional details
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;
EXPLAIN
•Demonstrate, Model,
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
EMPATHY
•Assume the role of
•Be like
•Consider
•Imagine
•Role-play
SELF-KNOWLEDGE
•Be aware of
•Realize
•Reflect
•Recognize
•Self-assess
Outline and some additional details
Stage 3 - Plan Instruction
This stage follows the following
steps:
• Explore stage, find out what your students
know and not know about the lesson.
• Firm up stage, affirm the correct concepts
or skills that they know. Correct what is
Outline and some additional details
Stage 3 - Plan Instruction
This stage follows the following
steps: (cont.)
• In the Deepen up stage, the following
strategies suggested by Wiggins and
McTighe (2005) may be of great help:
Here are some suggestions from McTighe and
Wiggins:
• Remember Wait Time I and II - at least 5 seconds of thinking time
after a question and after a response
• Call on students randomly.
• Use probes and follow ups. - Can you explain? Why? How do you
know?
• Ask students to unpack their thinking". - Describe how you arrived
at your answer.
• Periodically ask for summaries.- Could you please summarize the
Here are some suggestions from McTighe and
Wiggins:
• Survey the class. How many agree with _ ? (this idea,
author's point of view, conclusion
• Pose metacognitive/reflective questions - How did you come
to understand this?
• Encourage student questioning.
• Use Think-Pair-Share - Allow individual thinking time and
Outline and some additional details
Stage 3 - Plan Instruction
This stage follows the following
steps: (cont.)
• Apply/Transfer stage is the
application of concepts, skills and
attitudes learned in real life.
WHERETO Framework
• W -How will I help learners know WHAT they will be
learning? WHY is this worth learning? WHAT evidence
will show their learning?
• 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
WHERETO Framework
• 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?
THANK YOU!
Presented by:
Ana Pauline Diaz
Christine Joyce Cerrero
