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Understanding by Design in Education

Understanding by Design (UbD) is a framework for designing curriculum and planning instruction that begins with the end in mind by first defining the desired results and then determining acceptable evidence of student learning before developing the learning plan. The UbD framework consists of 3 stages - identifying desired results, determining acceptable evidence of learning, and planning learning experiences and instruction. It focuses on developing students' deeper understanding rather than superficial coverage of topics.

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Pat Ferrer
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189 views22 pages

Understanding by Design in Education

Understanding by Design (UbD) is a framework for designing curriculum and planning instruction that begins with the end in mind by first defining the desired results and then determining acceptable evidence of student learning before developing the learning plan. The UbD framework consists of 3 stages - identifying desired results, determining acceptable evidence of learning, and planning learning experiences and instruction. It focuses on developing students' deeper understanding rather than superficial coverage of topics.

Uploaded by

Pat Ferrer
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
  • Introduction to Understanding by Design: Introduces the concept of Understanding by Design, focusing on its purpose and foundational ideas.
  • Why is it Backward?: Explains the rationale of backward design in educational planning, focusing on goal and assessment alignment before activity design.
  • 3 Elements of Understanding by Design (UbD): Outlines the three components of the UbD framework: results, assessment, and instructional planning.
  • 6 Facets of Understanding: Describes the six facets of understanding needed for effective learning: explain, interpret, apply, perspective, empathy, and self-knowledge.
  • Topic: Nutrition: Presents a series of educational activities and projects for teaching nutrition and healthy eating.
  • Stage 3: Plan Instruction: Describes the stages of planning instruction in UbD, focusing on exploration, consolidation, and practical application.
  • Lesson Delivery – Process Flow: Presents a step-by-step process flow for effectively delivering a lesson using UbD concepts.
  • EPCA Method: Details a specific instructional method called EPCA, focusing on engaging and assessing student learning.
  • Expectations (EPCA): Describes the expected dimensions of student growth and learning outcomes from using the EPCA method.
  • WHERETO Framework: Introduces the WHERETO framework, summarizing key elements for effective learning plan design.
  • UbD Conclusion: Concludes the document by summarizing the principles of UbD and its impact on teaching and learning.
  • Thank You: Closing remarks including a motivational quote relevant to the educational context.

Understanding by Design

Why is it Backward?
• It considers goals and assessment before designing
activities.
• Traditional Methods of Educational Planning focused too
much on covering prescribed curriculum.

• As educators, our goal should be to help students use


knowledge meaningfully.

• Students must be able to connect facts and create


meaning in deeper learning or true understanding.
3 Elements of UbD:
.

Stage 1 : Results/ Outcomes

Stage 2 : Assessment

Stage 3 : Plan Instruction


6 Facets of Understanding:

Explain Interpret Application

Perspective Empathy Self-


Knowledge
Topic: Nutrition
Develop a brochure to help younger students understand what
is meant by a balanced diet.
Discuss what the popularity of Fast foods say about modern
life.
Plan a Menu for a Class Party consisting of healthy yet tasty
snacks.

Conduct a research to find out if the Food Pyramid Guidelines


apply in other regions.

Imagine how it might feel to live with a dietary restriction due


to a medical condition.

Reflect on the one that can become a healthy eater?


Stage 3: Plan Instruction
Explore

Firm Up

Deepen

Apply/ Transfer
EXPLORE
• Find out what your students know and not know about
the lesson.
• Students identify and develop concepts , processes and
skills.
• Students explore their environment and manipulate
materials.
Firm Up

• Declare the correct concepts or skills that the students


know.
• Correct what is erroneous.
• Teach what they do not know .
Deepen

• Students explore their environment and manipulate


materials.
• Strategies suggested by Wiggins and McTighe (2005) that
may be a great help for teachers.
Strategies :
 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?
 Ask students to “unpack their thinking” . Describe how you arrived at
your answer.
 Could you please summarize the key points of the lecture, speaker,
etc.?
 Plays the devil’s advocate
 Survey the class: How many agree with?
 Pose metacognitive / reflective questions: How did you come up to
understand this?
 Encourage student questioning.
 Use Think Pair- Share: Allow individual thinking time and discussion
with a partner and then open up for a class discussion.
Apply/ Transfer
• The application of concepts, skills and attitudes learned in
real life.
• A learner must apply the information he got from his
teacher especially in dealing with real life situations.
Lesson Delivery – Process Flow
1. Teacher’s Lesson Log:
Learning Content
Learning Objectives
Project / Activity
Essential Processing Questions
Assessment

2. Firstly, the Students make or do something that is relevant to the


lesson.
3. Secondly, the Teacher asks the students the essential process
questions:
What did you do? What happened? What if…?
Why do you think it happened that way? What did you learn?
4. Thirdly, the teacher consolidates the students’ responses thereby
summarizing the essential points that they need to learn from
the lesson.
5. Use of Assessment Tools (e.g. Evaluation Rubrics) to grade the output.
6. A Weekly Lesson List is given to the Parents every Friday to
keep them informed of their child’s lessons.
EPCA METHOD
E - Engage the students to the
lesson; get their attention;
motivate them to learn the
lesson; use motivation
techniques (game, project,
experiment, song, rhyme/verse,
story or analogy, any
instructional activity relevant or
leading to the lesson).
* Reference: Potential Activities
and Products for the Six
Levels of Understanding
EPCA METHOD
P - Process the students’
understanding of the
lesson by asking the essential
thought processing questions:

What did you do?


What happened?
Why do you think..? What if…?
Can you possibly do it another way? , etc.
*Reference: Bloom’s Taxonomy Question
Starters / Question Frames for the Six
Levels of Understanding
EPCA METHOD
C - Consolidate (combine, associate,
establish, confirm enhance) the
students’ responses to the
process questions; summarize
the essential points or concepts
about the lesson using their level
of vocabulary so that they can
state or formulate their own
definitions of terms or concepts.
EPCA METHOD
A - Assess the students’
performance or output
by using rubrics, formative and
summative assessments. This
may include quizzes, term tests,
actual performance of tasks or
the finished product or output.
* Reference: Bloom’s Taxonomy
Assessment of Activities and / or
Products for the Six Levels of
Understanding
Expectations (EPCA ) :
Students:

• are functionally literate


• understand and apply concepts in real-life situations
• knows how to think
• are conscious of their environment
• are independent
• have established self-help skills
• can follow directions
• respect authority
• can get along well with other people
• they know how to make a living out of what they have
created or learned
WHERETO FRAMEWORK
• An acronym that summarizes key elements to consider
when designing an effective and engaging learning plan.

• W – HERE
• H - OOK
• E – XPLORE and EQUIP
• R- ETHINK and REVISE
• E – VALUATE
• T – AILOR (PERSONALIZE)
• O - RGANIZE
WHERETO FRAMEWORK
UbD:
 Teaching for Understanding should involve activities that
support identified desired results and integrate planned
assessment.
 Understanding by design is not a program to be implemented
rather , it represents a synthesis of research- based best
practices that are associated with improving student
achievement.

 It’s ability to guide and inform educators’ efforts to unpack


standards and help all students develop a deep conceptual
understanding of what they are studying.
Thank you!
“For I know the plans I have for you, declares the Lord, plans to prosper and
not to harm you, plans to give you hope and a future”.

- Jeremiah 29:11

Understanding by Design
Why is it Backward? • It considers goals and assessment before designing activities. • Traditional Methods of Educational Pl
3 Elements of UbD: . Stage 1 : Results/ Outcomes Stage 2 : Assessment Stage 3 : Plan Instruction
6 Facets of Understanding: Explain Perspective Interpret Empathy Application Self- Knowledge
Topic: Nutrition Develop a brochure to help younger students understand what is meant by a balanced diet. Conduct a resear
Stage 3: Plan Instruction Explore Firm Up Deepen Apply/ Transfer
EXPLORE • Find out what your students know and not know about the lesson. • Students identify and develop concepts , proces
Firm Up • Declare the correct concepts or skills that the students know. • Correct what is erroneous. • Teach what they do
Deepen • Students explore their environment and manipulate materials. • Strategies suggested by Wiggins and McTighe (2005) t

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