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/STAGES
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.