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This is a 7th grade UbD template for a unit on Poetry.

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In this article, Dr. Judy Wills discusses how UbD reflects insights about what she has learned during her time working in the field of Neuroscience. Dr. Wills is both a teacher and a neurologist.

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ASCD EDge - Understanding by Design Meets Neuroscience Judy Willis, M.D., M.Ed.

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This is an example of an 8th grade language arts UbD unit plan template for Charles Dicken's "A Christmas Carol".

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This is a fantastic UbD template for 6th grade ELA unit titled, "Who am I ?", that uses a students personal narrative to help them reflect on their identity.

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Who am I_ Using Personal Narrative to Reflect on Identity [6th gr.pdf - Trinity University Digital Commons Trinity Understanding by Design Complete

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View Who am I_ Using Personal Narrative to Reflect on Identity [6th gr.pdf from SCIENCE AP Chem at Northside High School, Columbus. Trinity University Digital Commons @ Trinity Understanding by

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This article serves as an important reminder of the power and success of UbD unit planning and even says that this, "...instructional planning template can save intellectual lives..."

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14 Questions Every Teacher Should Ask Themselves About That Lesson Plan Ed note: On May 26, 2015, Grant Wiggins passed away. Grant was tremendously influential on TeachThought's approach to education, and we were lucky enough for him to contribute his content to our site. Occasionally, we are going to go back and re-share his most memorable posts. This post on 'transfer' is one of those posts. Thankfully his company, Authentic Education, is carrying on and extending the work that Grant developed.
by Grant Wiggins

How do you plan? Here are some of the questions that I think we need better answers to...

1. Do you plan each day? Weekly? By the unit?

2. How often do you adjust your future plans based on formative results?

3. How often is a textbook the source of the plan? What % of the plan is directly from a textbook?

4. How free are you to plan your own course/units/lessons?

5. How often is district curriculum and/or course map referenced in your own planning?

6. How detailed are your plans?

7. What's the role of templates and checklists in your planning?

8. How do you think, ideally, you should plan for optimal preparation and good results?

9. How much of the planning process, ideally, should be mandated or at least recommended?

Typical plans focus too much on fragmented day-to-day lessons and activities on discrete topics instead of deriving coherent plans 'backward' from long-term performance. The result is the beast called "coverage." More subtly, many plans focus far too much on what the teacher and students will be doing instead of mapping out a plan for causing specific results and changes in ability, attitude, and behavior. A surprising number of plans do not make student engagement a central design consideration. And most plans do not explicitly design in a plan B many plans have no Plan B when Plan A doesn't work. And even larger number do not plan mindful of predictable misconceptions and rough spots.

The value of a template - with cautions. It was for these reasons and more that Jay McTighe and I wrote Understanding by Design 14 years ago. We clearly struck a chord. The book is in its 2 nd edition, over a million copies have been sold and used in countries all over the world, and over 150 schools of education use the book to train teachers in unit writing. Over the years, countless people have thanked us for helping them become more thoughtful and disciplined in their planning.

However, never did Jay and I intend for our template to be a mandatory act of pointless drudgery, a required piece of busywork required by thoughtless supervisors. Never did Jay and I intend people to fixate on filling in boxes. Never did Jay and I advocate using the UbD Unit Template as a lesson planner. Indeed, in our latest books on unit planning we stress this point in an entire module. You can download an excerpt here: Mod O - on lesson plans (excerpt).

We have hardly treated our own Template as a sacred untouchable icon. We have changed it 4 different times over the past 14 years, and we have provided examples in which various features of the Template were highlighted or left out. In short, we had zero intent of putting teachers in a planning straitjacket. Alas, some mandate-minded supervisors are currently fitting all their teachers for one.

Rather, as with any tool, the template is meant to be a helpful aid, a mental check. The idea of a good checklist is what's key. Atul Gawande has written extensively on how the "pre-flight" checklist in medicine, modeled on the one used in every airplane cockpit, has saved lives. Here is an article on its power to save lives.

An instructional planning template can save intellectual lives, we think. By having to think of the big ideas; by focusing on transfer as a goal; by worrying about whether goals and assessments align, by being asked to predict misconceptions and rough spots in the learning, the Template keeps key design questions front and center that tend to get lost in typical planning, where teachers too easily think about content to be covered.

Years ago, in working with college professors as part of Lee Shulman's Scholarship of Teaching program, a History Professor from Notre Dame said, "I can't use a template. It's so, so, so - schoolish!"

I replied, "Do you like the planning questions in the boxes?"

He said he did.

"Then, ignore the template and consider the questions," I said.

"Oh," he said, "I can do that."

Precisely.

Planning questions. Here are the current UbD template elements framed as questions, for idea-generation and double-checking one's draft plan.
14 Questions Every Teacher Should Ask Themselves About That Lesson Plan

1. Bottom line, what should learners be able to do with the content?

2. What content standards and program- or mission-related goal(s) will this unit address?

3. What thought-provoking questions will foster inquiry, meaning-making, and transfer?

4. What specifically do you want students to understand? What inferences should they make? What misconceptions are predictable and will need overcoming?

5. What facts and basic concepts should students know and be able to recall and use long-term?

6. What discrete skills and processes should they be able to use, with good judgment and on their own?

7. What criteria will be used in each assessment to evaluate attainment of the desired results?

8. What assessments will provide valid evidence of the goals?

9. What other evidence will you collect to determine whether goals were achieved?

10. How will you pre-assess and formatively assess? How will you adjust, if needed (as suggested by feedback)?

11. Does the learning plan reflect principles of learning and best practices?

12. How will you fully engage everyone and hold their interest throughout the unit?

13. How must the plan be tweaked, in light of recent results (and based on ongoing student needs and interests)?

14. Is there tight alignment across goals, assessments, and learning?

Please let us know how you plan. So, please let us know how you plan, in as much detail as you can provide, in the Comments Section. Happy Summer Planning!
Links on research on planning: Links to templates for lessons and units: 14 Questions Every Teacher Should Ask Themselves About That Lesson Plan; adapted image attribution flickr user usdepartmentofeducation

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14 Questions Every Teacher Should Ask Themselves About That Lesson Plan -

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14 Questions Every Teacher Should Ask Themselves About That Lesson Plan Ed note: On May 26, 2015, Grant Wiggins passed away. Grant was tremendously influential on TeachThought's approach to education, and we were lucky enough for him to contribute his content to our site. Occasionally, we are going to go back and re-share his most ...

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Teaching for Meaningful Learning

Blogger, Jennifer Gonzalez, writes a cautionary article about the superficiality of "activity-oriented" units.

Neurologist and teacher, Dr. Judy Wills, discusses how UbD reflects insights about learning from neuroscience.

A summary of research on Transfer.

Research on Deeper Learning (a main goal of UbD)

Shaun Killion argues that Knowledge is a prerequisite to Understanding

How to Teach for Deep Understanding: The Missing Step

Linda Darling-Hammond makes the case for expanded use of performance assessments.

Noam Chomsky discusses high-stakes testing.

A classic article by Grant Wiggins. Written in 1989, it is perhaps even more timely today.

A modern version of the same ideas by David Perkins

A soon-to-be classic article on "feedback" by Grant Wiggins

A thoughtful article by Grant Wiggins on grading and reporting.

Tom Guskey discusses notable obstacles to reform of grading practices.

Neurologist Judy Willis explains how video games provide insights into teaching.

A seminal article on the power of formative assessments.

A classic article on "big ideas" in mathematics.

Rick Stiggins distinguishes assessments OF learning from assessment FOR learning.

Marc Chun described the qualities of authentic performance tasks and how to teach toward them.

Conceptual understanding in mathematics - a blog by Grant Wiggins

A classic article about Transfer.

A Venture Capitalist Examines the Purpose of Education

Erik Mazur describes his Interactive Lecture method.

Teacher Ron Berger discusses how to discusses a culture of excellence through authentic, project-based learning.

An excellent summary of the 16 Habits of mind identified by Art Costa and Bena Kallick.

Discusses ways in which Understanding by Design can support programs for ELL.

Excellent article on the teaching of History in Colleges and High Schools.

Seven Principles of Effective Learning - David Perkins uses baseball as a metaphor.

A Research Study of Understanding by Design in Singapore

A teacher "shadows" a student for a day and reports on the experience. A must read for all educators!

A description of an action research study of classroom assessment practices in Donegal (PA) school district.

Free on-line courses are available in multiple disciplines and topics. The courses include videos, audio lectures, and notes given by professors at Harvard, Princeton and MIT, and may be accessed at:

Recommended: Produced by the MA DOE in conjunction with a statewide curriculum project, this video describes the UbD design process. View MA UbD Videos

A collection of UbD videos View Videos

Jay discusses the Understanding by Design® framework View video

Grant Wiggins presents an introduction to Understanding by Design® - Part 1 - View video - Part 2 - View video

Short videos on the new Understanding by Design Guide to Creating High-Quality Units (ASCD 2011). In these videos, Jay and Grant discuss the changes to the UbD template and highlight some features of the new design guide.

Jay's author's page View

Grant's author's page View

A short video introduction to Understanding by Design®. View video

Understanding by Design® is introduced through commentary by teachers and administrators. View video

Jay and Grant discuss Essential Questions. View video

Podcast "Using Essential Questions to Uncover Content and Spark Thinking" Click to hear podcast

Grant Wiggins on Formative Assessment and Character Development View video

Jay McTighe talks with EL editor in chief Marge Scherer about the promises and challenges of the Common Core State Standards. View video

Free video program from The Arts in Every Classroom Series - "Using UbD to Design Multi-Arts Curriculum Units" View video

Jay discusses the challenges of trying to learn to surf. View Video

Jay discusses a transformative moment from his early teaching career. View video

Just for fun - a UbD rap created by a teacher! View Video

* Video examples of teaching Argumentation in high school mathematics. View videos

* A video example of engaging teaching in a U.S. History course. U.S. History Video

Dr. David Perkins discusses "Understanding"

Harvard Physics professor Dr. Erik Mazur discusses his interactive lecture methods and teaching for understanding

An inspiring video about Project Based Learning from the founders of High Tech High

Ron Berger discusses "good work" through authentic learning

Dr. Rick Stiggins on classroom assessment

Dan Meyer's classic Ted Talk

A World History discusses his teaching method using Essential Questions and a focus on Transfer Goals

135 Videos on Student-Centered Discussions from the Teaching Channel

The New York City BOE offers an informative video that describes the use of Norman Webb's Depth of Knowledge (DOK) framework for teaching and assessing the Common Core Standards.

An excellent resource for teachers from PBS media. Click on the following link (free registration required):

Introductory video on Defined STEM, a resource for project-based learning.

Project based learning replaces lectures for an AP Government course

A short series of videos on the brain from NBC LEARN

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Teaching for Meaningful Learning Blogger, Jennifer Gonzalez, writes a cautionary article about the superficiality of "activity-oriented" units. Neurologist and teacher, Dr. Judy Wills, discusses how UbD reflects insights about learning from neuroscience. A summary of research on Transfer.

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Jay McTighe's website offers incredible resources concerning UbD unit planning. Such resources include UbD templates, professional development opportunities, videos, podcasts, and workshop handouts to name a few.

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Teaching for Meaningful Learning

Blogger, Jennifer Gonzalez, writes a cautionary article about the superficiality of "activity-oriented" units.

Neurologist and teacher, Dr. Judy Wills, discusses how UbD reflects insights about learning from neuroscience.

A summary of research on Transfer.

Research on Deeper Learning (a main goal of UbD)

Shaun Killion argues that Knowledge is a prerequisite to Understanding

How to Teach for Deep Understanding: The Missing Step

Linda Darling-Hammond makes the case for expanded use of performance assessments.

Noam Chomsky discusses high-stakes testing.

A classic article by Grant Wiggins. Written in 1989, it is perhaps even more timely today.

A modern version of the same ideas by David Perkins

A soon-to-be classic article on "feedback" by Grant Wiggins

A thoughtful article by Grant Wiggins on grading and reporting.

Tom Guskey discusses notable obstacles to reform of grading practices.

Neurologist Judy Willis explains how video games provide insights into teaching.

A seminal article on the power of formative assessments.

A classic article on "big ideas" in mathematics.

Rick Stiggins distinguishes assessments OF learning from assessment FOR learning.

Marc Chun described the qualities of authentic performance tasks and how to teach toward them.

Conceptual understanding in mathematics - a blog by Grant Wiggins

A classic article about Transfer.

A Venture Capitalist Examines the Purpose of Education

Erik Mazur describes his Interactive Lecture method.

Teacher Ron Berger discusses how to discusses a culture of excellence through authentic, project-based learning.

An excellent summary of the 16 Habits of mind identified by Art Costa and Bena Kallick.

Discusses ways in which Understanding by Design can support programs for ELL.

Excellent article on the teaching of History in Colleges and High Schools.

Seven Principles of Effective Learning - David Perkins uses baseball as a metaphor.

A Research Study of Understanding by Design in Singapore

A teacher "shadows" a student for a day and reports on the experience. A must read for all educators!

A description of an action research study of classroom assessment practices in Donegal (PA) school district.

Free on-line courses are available in multiple disciplines and topics. The courses include videos, audio lectures, and notes given by professors at Harvard, Princeton and MIT, and may be accessed at:

Recommended: Produced by the MA DOE in conjunction with a statewide curriculum project, this video describes the UbD design process. View MA UbD Videos

A collection of UbD videos View Videos

Jay discusses the Understanding by Design® framework View video

Grant Wiggins presents an introduction to Understanding by Design® - Part 1 - View video - Part 2 - View video

Short videos on the new Understanding by Design Guide to Creating High-Quality Units (ASCD 2011). In these videos, Jay and Grant discuss the changes to the UbD template and highlight some features of the new design guide.

Jay's author's page View

Grant's author's page View

A short video introduction to Understanding by Design®. View video

Understanding by Design® is introduced through commentary by teachers and administrators. View video

Jay and Grant discuss Essential Questions. View video

Podcast "Using Essential Questions to Uncover Content and Spark Thinking" Click to hear podcast

Grant Wiggins on Formative Assessment and Character Development View video

Jay McTighe talks with EL editor in chief Marge Scherer about the promises and challenges of the Common Core State Standards. View video

Free video program from The Arts in Every Classroom Series - "Using UbD to Design Multi-Arts Curriculum Units" View video

Jay discusses the challenges of trying to learn to surf. View Video

Jay discusses a transformative moment from his early teaching career. View video

Just for fun - a UbD rap created by a teacher! View Video

* Video examples of teaching Argumentation in high school mathematics. View videos

* A video example of engaging teaching in a U.S. History course. U.S. History Video

Dr. David Perkins discusses "Understanding"

Harvard Physics professor Dr. Erik Mazur discusses his interactive lecture methods and teaching for understanding

An inspiring video about Project Based Learning from the founders of High Tech High

Ron Berger discusses "good work" through authentic learning

Dr. Rick Stiggins on classroom assessment

Dan Meyer's classic Ted Talk

A World History discusses his teaching method using Essential Questions and a focus on Transfer Goals

135 Videos on Student-Centered Discussions from the Teaching Channel

The New York City BOE offers an informative video that describes the use of Norman Webb's Depth of Knowledge (DOK) framework for teaching and assessing the Common Core Standards.

An excellent resource for teachers from PBS media. Click on the following link (free registration required):

Introductory video on Defined STEM, a resource for project-based learning.

Project based learning replaces lectures for an AP Government course

A short series of videos on the brain from NBC LEARN

# data[].attributes.attachment_link.description
Teaching for Meaningful Learning Blogger, Jennifer Gonzalez, writes a cautionary article about the superficiality of "activity-oriented" units. Neurologist and teacher, Dr. Judy Wills, discusses how UbD reflects insights about learning from neuroscience. A summary of research on Transfer.