Understanding by Design, popularly known as UbD, is a framework for designing, delivering, and assessing learning. It is based on the premise that effective teaching and learning starts with the end in mind, and that learning goals and objectives should drive the design and organization of curriculum, instruction, and assessment. UbD was developed by Grant Wiggins and Jay McTighe in the early 2000s and has since become a widely recognized and respected model for backward planning in education.
At the core of Understanding by Design is the belief that learning should be enduring, transferable, and meaningful. To this end, the framework emphasizes the use of essential questions, big ideas, and authentic assessments to promote deep understanding and engagement. In other words, UbD encourages educators to focus on the ‘why’ of learning, rather than just the ‘what’ and ‘how.’
The three stages of UbD are: Identify Desired Results, Determine Acceptable Evidence, and Plan Learning Experiences and Instruction. These stages are often represented as a backward design process, in which educators start by identifying the desired outcomes or goals of a unit or lesson, and then work backward to develop assessments and activities that will help students achieve those goals.
In the Identify Desired Results stage, educators articulate the essential questions and enduring understandings that will guide the learning. An essential question is a broad, open-ended inquiry that is relevant to the topic and can be explored in multiple ways. An enduring understanding is a big idea or concept that has lasting value beyond the specific content of the unit or lesson.
In the Determine Acceptable Evidence stage, educators decide how they will assess students’ understanding of the essential questions and enduring understandings. These assessments should be authentic and aligned with the learning goals, and should provide students with opportunities to demonstrate their understanding in a variety of ways.
In the Plan Learning Experiences and Instruction stage, educators design the instructional activities and materials that will help students achieve the desired outcomes. These activities should be varied, engaging, and aligned with the essential questions and enduring understandings. They should also provide students with opportunities to explore, practice, and apply their learning in real-world contexts.
Overall, Understanding by Design is a powerful and flexible framework for designing and delivering effective instruction. By focusing on the ‘why’ of learning, rather than just the ‘what’ and ‘how,’ educators can help students develop deeper understandings and a more meaningful connection to their learning.
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