Understanding by

Design (UbD), A
Curriculum Model
 Introduction
This is a curriculum model advocated
primarily by Jay M Tighe and Grant Wiggins
in their book, Understanding by Design
(2005)
Understanding by Design, or UbD, is
an educational theory for curriculum
design of a school subject, where
planners look at the desired outcomes at
the end of the study in order to design
curriculum units, performance
assessments, and classroom instruction.
THE 3 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 t 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. The 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
Outline and additional details of 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 knows and 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-ended,
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 empathize
with others and is able to 6) to reflect how the
lesson learned relates to himself/herself.
6 Facets of Understanding as
Instructional Tools
(Performance Verbs)
•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

•Adopt
•Propose
•Invent
•Solve
•Produce
•Design
•PERSPECTIVE

•Analyze
•Argue
•Criticize
•Infer
•Contrast
•EMPHATHY

•Assume the role of

•Be like
•Consider
•Imagine
•Role-playing
•SELF-KNOWLEDGE

•Be aware of
•Realize
•Recognize
•Reflect
•Self-assess
Learning Activities Using the 6
Facets
TOPIC – NUTRITION

1. Explanation - Develop a brochure to help

younger students understand what is meant
by a balanced diet

2.Interpretation-Discuss: What does 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 might it feel to
live with a dietary restriction due to a medical
condition

6. Self-Knowledge - Reflect To what extent

are you a healthy eater?
Stage 3 - Plan Instruction

This stage follows the following steps:

•Explore
•Firm up
•Deepen
•Apply/Transfer
In Explore stage, find out what your students
know and not know about the lesson.

In the Firm up stage, affirm the correct

concepts or skills that they know. Correct
what is erroneous Teach what they do not
know.
In the Deepen up stage, the following
strategies suggested by Wiggins and MeTighe
(2005) may be of great help

•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 summate the key points of the lecture, text,
the speaker, etc.?
•Play the devil’s advocate

•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 discussion with a partner
and then open up for class discussion
The Apply/Transfer stage is the application
of concepts, skills and attitudes learned in
real life.