-Learning is enhanced when teachers think purposefully about curricular planning

-Helps focus curriculum on the development of student understanding.

-Students show understanding through authentic performance.

-Three stage design process (Desired Results, Evidence, and Learning Plan)

-Teachers focus on ensuring that learning happens

- Regularly reviewing units and curriculum 

-UBD framework reflects on continued improvement based on student performance.

2.     Three stages of backward design

-Stage 1: Identify desired results

-Stage 2: Determine assessment evidence

-Stage 3: Plan learning experiences and instruction

3.     In stage 1, goals are considered, established content standards are established, and curriculum expectations are reviewed.

4.     In stage 2, two types of assessments are being distinguished one through performance tasks and the other through evidence.

5.     Six facets of understanding for assessment purposes include:

-Explaining concepts, principles, and processes

-Interpreting data, text, and experience through images, analogies, stories, and models

-Applying effectively what they know in new and complex contexts

-Demonstrating perspective by recognizing different points of view

-Displaying empathy

-Having self-knowledge 

6.     All six facets of understanding do not need to be used all the time for assessment.

7.     In stage 3, teachers plan lesson and learning activities to address the three different goals identified in stage 1.

8.     The six facets of understanding are conceived as equal indicators of understanding, used to develop, select, or critique assessment tasks and prompts. You pick facet(s) depending on the content and the desired understandings about it.

9.     Three interrelated learning goals

-Acquire factual information and basic skills

-Make meaning of important ideas and processes

-Transfer their learning autonomously and effectively in new situations

10. Teacher role/Instructional strategies include direct instruction, facilitative instruction, and coaching.

-Why are they learning this?

-What do they already know? What do you want them to know?

Getting schools on board

1.      Teachers think purposefully about curricular planning.

2.      Focuses on curriculum and teaching development to deepen student's understanding.

3.      Transfers student learning effectively through authentic performance.

4.      Six Facets of Understanding.

-        Capacity to explain

-        Interpret

-        Apply

-        Shift perspective

-        Empathize

-        Self-assess

5.      Curriculum is long-term planned. Results are processed through a three-stage design.

-        Desired Results

-        Evidence

-        Learning Plan

6.      Ensure learning is happening not just teaching.

7.      Reviewing units and curriculum helps in enhancing curriculum quality and effectiveness.

8.      Continual improvement approach to student achievement and teacher craft.

Stage 1: Identify Desired Result (“Transfer of Learning”)

Q: “What should the student know, understand, and be able to do?” (p. 2)

Clarity about priorities:

1.      Goals should be given.

2.      Examine and explain content standards.

3.      Review curriculum expectations.

Questions should engage learners in meaningful connections to help them develop and deepen their understanding. 

Stage 2: Determine Assessment Evidence

Q: “How will we know if the students have achieved the desired results?” (p. 5)

Two types of assessments: Performance tasks and other evidence.

Performance tasks ask students to apply their learning to a new situation to understand their ability to transfer learning. A student that understands will use:

-        Explain concepts

-        Interpret by using data

-        Apply effective use and adaption to new and complex contexts

-        Demonstrate perspective

-        Shows Empathy

-        Self-Knowledge by showing awareness

Stage 3: Plan Learning Experience and Instruction

Q: “How will we support learning as they come to understand important ideas and processes?” (p. 6)

-        Teachers plan appropriate lessons and learning activities to fit student goals. 

-        Teachers should plan with T (transfer), M (meaning-making), and A (acquisition). 

-        Teachers should understand students should be given opportunities to show their understanding. 

-        Learners should be given the opportunity to apply their learning and receive feedback to help them improve.

2. Three stage backward design

3. A key concept in UbD framework is alignment.
4. Stage 1- of backward design we consider our goals, examine established content standards, and review curriculum expectations.
5. Stage 2 - Distinguished between two broad types of assessments performance tasks and other evidence.
6. Stage 3- Teachers plan the most appropriate lessons and learning activities to address the three different types of goals.
7. The UbD framework promotes acquisition and student's ability to know why the knowledge and skills are important and how to apply or transfer them in a meaningful professional, and socially important ways.
8. Careful lesson planning is essential to guide student learning.
9. Use only facet or facets that provide appropriate evidence of the targeted understanding.
10. Three general requirements for successful implantation of the UbD framework.