UNDERSTANDING BY DESIGN® FRAMEWORK BY JAY MCTIGHE AND GRANT WIGGINS

INTRODUCTION: WHAT IS UbD™ FRAMEWORK?

The Understanding by Design® framework (UbD™ framework) offers a plan- ning process and structure to guide curriculum, assessment, and instruction. Its two key ideas are contained in the title: 1) focus on teaching and assessing for understanding and learning transfer, and 2) design curriculum “backward” from those ends.

The UbD framework is based on seven key tenets: 1. Learning is enhanced when teachers think purposefully about curricular plan- ning. The UbD framework helps this process without offering a rigid process or prescriptive recipe. 2. The UbD framework helps focus curriculum and teaching on the develop- ment and deepening of student understanding and transfer of learning (i.e., the ability to effectively use content knowledge and skill). 3. Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance. Six facets of under- standing—the capacity to explain, interpret, apply, shift perspective, empa- thize, and self-assess—can serve as indicators of understanding. 4. Effective curriculum is planned backward from long-term, desired results through a three-stage design process (Desired Results, Evidence, and WWW.ASCD.ORG Learning Plan). This process helps avoid the common problems of treating the textbook as the curriculum rather than a resource, and activity-oriented 1703 North Beauregard Street teaching in which no clear priorities and purposes are apparent. Alexandria, VA 22311-1714 USA 5. Teachers are coaches of understanding, not mere purveyors of content knowl- 1-703-578-9600 or 1-800-933-2723 edge, skill, or activity. They focus on ensuring that learning happens, not just teaching (and assuming that what was taught was learned); they always aim ©2012 ASCD. All Rights Reserved. and check for successful meaning making and transfer by the learner. 6. Regularly reviewing units and curriculum against design standards enhances curricu- lar quality and effectiveness, and provides engaging and professional discussions. 7. The UbD framework reflects a continual improvement approach to student achieve- ment and teacher craft. The results of our designs—student performance—inform needed adjustments in curriculum as well as instruction so that student learning is maximized. The Understanding by Design framework is guided by the confluence of evidence from two streams—theoretical research in cognitive psychology, and results of student achievement studies. A summary of the key research that undergirds UbD framework can be found at www.ascd.org under Research A Topic.

The Three Stages of Stage 1—Identify Desired Results Backward Design Key Questions: What should students The UbD framework offers a three-stage know, understand, and be able to do? backward design process for curriculum What is the ultimate transfer we seek as a planning, and includes a template and set result of this unit? What enduring under- of design tools that embody the process. standings are desired? What essential A key concept in UbD framework is align- questions will be explored in-depth and ment (i.e., all three stages must clearly provide focus to all learning? align not only to standards, but also to one another). In other words, the Stage 1 con- In the first stage of backward design, we tent and understanding must be what is consider our goals, examine established assessed in Stage 2 and taught in Stage 3. content standards (national, state, prov- ince, and district), and review curriculum expectations. Because there is typically more content than can reasonably be addressed within the available time, teachers are obliged to make choices. This first stage in the design process calls for clarity about priorities.

Learning priorities are established by long-term performance goals—what it is we want students, in the end, to be able to do with what they have learned. The bottom-line goal of education is transfer. The point of school is not to simply excel in each class, but to be able to use one’s learning in other settings. Accordingly,

1703 North Beauregard Street | Alexandria, VA 22311–1714 USA | 1-703-578-9600 or 1-800-933-2723 | WWW.ASCD.ORG Page 2 Stage 1 focuses on “transfer of learning.” Essential companion questions are used to engage learners in thoughtful “meaning making” to help them develop and deepen their understanding of important ideas and processes that support such transfer. Figure 1 contains sample transfer goals and Figure 2 shows sample understandings and essential questions.

FIGURE 1—SAMPLE TRANSFER GOALS

Discipline/Subject/Skill Transfer Goals

Mathematics • Apply mathematical knowledge, skill, and rea- soning to solve real-world problems.

Writing • Effectively write for various audiences to explain (narrative, expository), entertain (creative), per- suade (persuasive), and help others perform a task (technical).

History • Apply lessons of the past (historical patterns) to current and future events and issues.

• Critically appraise historical claims.

Arts • Create and perform an original work in a selected medium to express ideas or evoke mood and emotion.

1703 North Beauregard Street | Alexandria, VA 22311–1714 USA | 1-703-578-9600 or 1-800-933-2723 | WWW.ASCD.ORG Page 3 FIGURE 2—SAMPLE UNDERSTANDINGS AND ESSENTIAL QUESTIONS

Understandings Essential Questions

Great literature explores univer- How can stories from other places and times sal themes of human existence relate to our current lives? and can reveal truths through fiction.

Quantitative data can be What’s the best way of showing (or repre- collected, organized, and senting) ______? displayed in a variety of ways. Mathematical ideas can be rep- In what other way(s) can this be resented numerically, graphi- represented? cally, or symbolically.

The geography, climate, and How does where we live influence how we natural resources of a region live? influence the culture, economy, and lifestyle of its inhabitants.

The relationship between the In what ways do the arts reflect as well as arts and culture is mutually shape culture? dependent; culture affects the arts, and the arts reflect and preserve culture.

Important knowledge and skill objectives, targeted by established standards, are also identified in Stage 1. An important point in the UbD framework is to recognize that factual knowledge and skills are not taught for their own sake, but as a means to larger ends. Acquisition of content is a means, in the service of meaning making and transfer. Ultimately, teaching should equip learners to be able to use or transfer their learning (i.e., meaningful performance with content). This is the result we always want to keep in mind.

1703 North Beauregard Street | Alexandria, VA 22311–1714 USA | 1-703-578-9600 or 1-800-933-2723 | WWW.ASCD.ORG Page 4 Stage 2—Determine • Can apply by effectively using and Assessment Evidence adapting what they know in new and complex contexts. Key Questions: How will we know if stu- dents have achieved the desired results? • Demonstrate perspective by seeing What will we accept as evidence of stu- the big picture and recognizing differ- dent understanding and their ability to use ent points of view. (transfer) their learning in new situations? How will we evaluate student performance • Display empathy by perceiving in fair and consistent ways? sensitively and walking in someone else’s shoes. Backward design encourages teachers and curriculum planners to first think like • Have self-knowledge by showing assessors before designing specific units meta-cognitive awareness, using and lessons. The assessment evidence we productive habits of mind, and reflect- need reflects the desired results identified ing on the meaning of the learning in Stage 1. Thus, we consider in advance and experience. the assessment evidence needed to document and validate that the targeted Keep the following two points in mind learning has been achieved. Doing so when assessing understanding through invariably sharpens and focuses teaching. the facets:

In Stage 2, we distinguish between two 1. All six facets of understanding need broad types of assessment—performance not be used all of the time in assess- tasks and other evidence. The perfor- ment. In mathematics, application, mance tasks ask students to apply their interpretation, and explanation are the learning to a new and authentic situation most natural, whereas in social studies, as means of assessing their understand- empathy and perspective may be added ing and ability to transfer their learning. when appropriate. In the UbD framework, we have identified six facets of understanding for assessment 2. Performance tasks based on one or purposes. When someone truly under- more facets are not intended for use in stands, they daily lessons. Rather, these tasks should • Can explain concepts, principles, and be seen as culminating performances for processes by putting it their own words, a unit of study. Daily lessons develop the teaching it to others, justifying their related knowledge and skills needed for answers, and showing their reasoning. the understanding performances, just as practices in athletics prepare teams for • Can interpret by making sense of data, the upcoming game. text, and experience through images, analogies, stories, and models.

1703 North Beauregard Street | Alexandria, VA 22311–1714 USA | 1-703-578-9600 or 1-800-933-2723 | WWW.ASCD.ORG Page 5 In addition to performance tasks, Stage 2 information or modeling basic skills for includes other evidence, such as tradi- acquisition without extending the lessons tional quizzes, tests, observations, and to help students make meaning or trans- work samples to round out the assess- fer the learning. ment picture to determine what students know and can do. A key idea in backward Teaching for understanding requires that design has to do with alignment. In other students be given numerous opportunities words, are we assessing everything that to draw inferences and make generaliza- we are trying to achieve (in Stage 1), or tions for themselves (with teacher sup- only those things that are easiest to test port). Understanding cannot simply be and grade? Is anything important slip- told; the learner has to actively construct ping through the cracks because it is not meaning (or misconceptions and forget- being assessed? Checking the alignment fulness will ensue). Teaching for transfer between Stages 1 and 2 helps ensure means that learners are given opportuni- that all important goals are appropriately ties to apply their learning to new situ- assessed, resulting in a more coherent ations and receive timely feedback on and focused unit plan. their performance to help them improve. Thus, the teacher’s role expands from solely a “sage on the stage” to a facilita- Stage 3—Plan Learning tor of meaning making and a coach giving Experiences and Instruction feedback and advice about how to use Key Questions: How will we support learn- content effectively. ers as they come to understand important ideas and processes? How will we prepare SUMMARY them to autonomously transfer their learn- ing? What enabling knowledge and skills We have included a summary of the key will students need to perform effectively ideas in UbD framework as a figure (see and achieve desired results? What activi- “UbD in a Nutshell”) in Appendix A at ties, sequence, and resources are best the end of this paper. Also see “Learning suited to accomplish our goals? Goals and Teaching Roles” in Appendix B for a detailed account of the three inter- In Stage 3 of backward design, teachers related learning goals. plan the most appropriate lessons and learning activities to address the three different types of goals identified in FREQUENTLY ASKED Stage 1: transfer, meaning making, and QUESTIONS acquisition (T, M, and A). We suggest Over the years, educators have posed the that teachers code the various events following questions about the UbD frame- in their learning plan with the letters T, work. We provide brief responses to each M, and A to ensure that all three goals question and conclude with thoughts are addressed in instruction. Too often, about moving forward. teaching focuses primarily on presenting

1703 North Beauregard Street | Alexandria, VA 22311–1714 USA | 1-703-578-9600 or 1-800-933-2723 | WWW.ASCD.ORG Page 6 1. This three-stage planning students will know and be able to do approach makes sense. So, why do (knowledge and skills) in Stage 1. However, you call it “backward” design? we contend that content acquisition is a means, not an end. The UbD framework We use the term “backward” in two ways: promotes not only acquisition, but also the student’s ability to know why the knowl- 1. Plan with the end in mind by first clari- edge and skills are important, and how fying the learning you seek—the learning to apply or transfer them in meaningful, results (Stage 1). Then, think about the professional, and socially important ways. assessment evidence needed to show that students have achieved that desired learn- 3. Should you use the three-stage ing (Stage 2). Finally, plan the means to backward design process and the the end—the teaching and learning activi- UbD template for planning lessons ties and resources to help them achieve as well as units? the goals (Stage 3). We have found that Careful lesson planning is essential to backward design, whether applied by guide student learning. However, we do individual teachers or district curriculum not recommend isolated lesson planning committees, helps avoid the twin sins of separate from unit planning. We have activity-oriented and coverage-oriented chosen the unit as a focus for design curriculum planning. because the key elements of the UbD framework—understandings, essential 2. Our second use of the term refers to questions, and transfer performance the fact that this approach is backward to tasks—are too complex and multifac- the way many educators plan. For years, eted to be satisfactorily addressed within we have observed that curriculum plan- a single lesson. For instance, essential ning often translates into listing activities questions are meant to be explored and (Stage 3), with only a general sense of revisited over time, not answered by the intended results and little, if any, atten- end of a single class period. tion to assessment evidence (Stage 2). Many teachers have commented that the Nonetheless, the larger unit goals provide UbD planning process makes sense, but the context in which individual lessons are feels awkward because it requires a break planned. Teachers often report that careful from comfortable planning habits. attention to Stages 1 and 2 sharpens their lesson planning, resulting in more purpose- 2. I have heard that the UbD ful teaching and improved learning. framework de-emphasizes the teaching of content knowledge 4. What is the relationship between and skill to focus on more general the Six Facets of Understanding understanding. Is this your and Bloom’s Taxonomy? recommendation? Although both function as frameworks On the contrary, the UbD framework for assessment, one key difference is that requires that unit designers specify what Bloom’s Taxonomy presents a hierarchy of

1703 North Beauregard Street | Alexandria, VA 22311–1714 USA | 1-703-578-9600 or 1-800-933-2723 | WWW.ASCD.ORG Page 7 cognitive complexity. The taxonomy was ini- 6. Our national/state/provincial tially developed for analyzing the demands tests use primarily multiple-choice of assessment items on university exams. and brief, constructed response items that do not assess for deep The Six Facets of Understanding were understanding in the way that you conceived as six equal and suggestive recommend. How can we prepare indicators of understanding, and thus are students for these high-stakes stan- used to develop, select, or critique assess- dardized tests? ment tasks and prompts. They were never intended to be a hierarchy. Rather, one For many educators, instruction and selects the appropriate facet(s) depend- assessing for understanding are viewed ing on the nature of the content and the as incompatible with high-stakes desired understandings about it. accountability tests. This perceived incompatibility is based on a flawed 5. I find it hard to use all Six Facets assumption that the only way to raise test of Understanding in a classroom scores is to cover those things that are assessment. How can I do this? tested and practice the test format. By implication, there is no time for or need We have never suggested that a to engage in in-depth instruction that teacher must use all of the facets when focuses on developing and deepening assessing students’ understanding. For students’ understanding of big ideas. example, an assessment in mathematics Although it is certainly true that we are might ask students to apply their under- obligated to teach to established stan- standing of an algorithm to a real-world dards, it does not follow that the best problem and explain their reasoning. In way to meet those standards is merely to history, we might ask learners to explain mimic the format of a standardized test, a historical event from different per- and use primarily low-level test items spectives. In sum, we recommend that locally. Such an approach mistakes the teachers use only the facet or facets that measures for the goals—the equivalent will provide appropriate evidence of the of practicing for your annual physical targeted understanding. exam to improve your health!

In other words, the format of the test misleads us. Furthermore, the format of the test causes many educators to erroneously believe that the state test or provincial exam only assesses low-level knowledge and skill. This, too, is false. Indeed, the data from released national tests show conclusively that the students have the most difficulty with those items that require understanding and transfer, not recall or recognition.

1703 North Beauregard Street | Alexandria, VA 22311–1714 USA | 1-703-578-9600 or 1-800-933-2723 | WWW.ASCD.ORG Page 8 The suggestion that UbD framework does not recognize the need for learn- ers to develop basic knowledge and skills could not be further from the truth! Indeed, the UbD Unit Planning Template in Stage 1 calls for teachers to identify the important things students should know (e.g., multiplication tables) and be able to do (e.g., division). While 7. Are textbooks important acknowledging the importance of the in the implementation of basics, UbD framework also emphasizes UbD framework? understanding of conceptually larger ideas (e.g., equivalence and modeling) Textual materials can provide important and processes (e.g., problem solving and resources for teachers. However, it is not mathematical reasoning). This is a point a teacher’s job to cover a book page-by- repeatedly stressed in the new Common page. A textbook should be viewed as a Core Mathematics Standards. guide, not the curriculum. A teacher’s job is to teach to established standards using The distinction between basic knowl- the textbook and other resources in sup- edge and understanding is important not port of student learning. only for curriculum planning, but also for pedagogy. Effective educators know from Major textbook companies have worked research that rote learning of mathemati- to integrate UbD approaches into their cal facts and skills does not promote materials. When well done, such text- mathematical reasoning, problem solv- books can be very helpful. Educators ing, or the capacity to transfer learning. are encouraged to carefully examine In fact, test score analysis repeatedly textbooks and use them as a resource for shows that although learners may be implementing the curriculum, rather than able to solve a decontextualized problem as the sole source. that resembles ones that they learned in 8. Is the UbD framework a mechanical way, they are often unable appropriate for mathematics? to apply the same facts and skills to a novel problem or more complex situa- Some educators have questioned the tion. Moreover, superficial learning in a use of the UbD framework in mathemat- rote fashion leaves students unable to ics (and other skill-focused areas, such explain their reasoning or the meaning of as world languages or early literacy). The the concepts involved. most commonly expressed concern is that the UbD framework seems to stress These symptoms point to an essential understanding to the exclusion of basic goal of UbD framework—teaching so stu- knowledge and skills. dents understand and can transfer

1703 North Beauregard Street | Alexandria, VA 22311–1714 USA | 1-703-578-9600 or 1-800-933-2723 | WWW.ASCD.ORG Page 9 their mathematics learning to new situ- framework prior to moving forward. ations. Because knowledge acquired in Without sufficient time to disseminate a rote manner rarely transfers, there is a basic information and offer necessary need to develop understanding of the training, key constituents may form opin- larger concepts and processes along with ions based on misconceptions or inaccu- the basics. rately conclude that the UbD framework is too demanding or irrelevant to their Note: For a good example of an Algebra needs. 1 course designed using the UbD frame- 2. Teachers must have access to high- work, we encourage readers to visit the quality UbD curriculum materials. Weak or following website and click on “Sample flawed examples convey the wrong idea Algebra Course” to download a PDF file. of what UbD curriculum should look like, This example shows how UbD framework and teachers who use imperfect resources should be applied in mathematics: will have negative experiences that hurt www.acps.k12.va.us/curriculum/design. the overall reform effort designed to influ- ence student learning. Time is once again 9. What does it take for a school or an important factor here; we know from district to successfully implement years of experience that it takes time to the UbD framework? develop high-quality curriculum using the We propose three general requirements UbD framework. for successful implementation of the UbD 3. Long-term and ongoing professional framework. development is essential to ensure that 1. Help the key constituents (administra- all teachers and administrators have suf- tors, teachers, parents, students, and the ficient expertise to implement the UbD general public) understand the rationale framework with fidelity. for and the requirements of the UbD

1703 North Beauregard Street | Alexandria, VA 22311–1714 USA | 1-703-578-9600 or 1-800-933-2723 | WWW.ASCD.ORG Page 10 For Further Information Additional information about the Understanding by Design framework is available through the following publications.

McTighe, J., & Wiggins, G. (1999). Understanding by Design professional development workbook. Alexandria, VA: ASCD.

http://shop.ascd.org/ProductDetail.aspx?ProductId=411

Tomlinson, C., & McTighe, J. (2006). Integrating differentiated instruction and Understanding by Design: Connecting content and kids. Alexandria, VA: ASCD.

http://shop.ascd.org/productdisplay.cfm?productid=105004

Wiggins, G., & McTighe, J. (2005). Understanding by Design (expanded 2nd edition). Alexandria, VA: ASCD.

http://shop.ascd.org/ProductDetailCross.aspx?ProductId=406

Wiggins, G., & McTighe, J. (2007). Schooling by design: Mission, action, achievement. Alexandria, VA: ASCD.

http://shop.ascd.org/ProductDetailCross.aspx?ProductId=822

Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high- quality units. Alexandria, VA: ASCD.

http://www.ascd.org/publications/books/109107.aspx

Understanding by Design® and UbD™ are trademarks owned by ASCD and may not be used without written permission from ASCD.

1703 North Beauregard Street | Alexandria, VA 22311–1714 USA | 1-703-578-9600 or 1-800-933-2723 | WWW.ASCD.ORG Page 11 APPENDIX A UBD IN A NUTSHELL

Stage 1: Desired Results The Seven Tenets of the UbD Framework

What long-term transfer goals are targeted? 1. Learning is enhanced when teachers think purpose- What meanings should students make in order to arrive at fully about curricular planning. The UbD framework important understandings? helps this process without offering a rigid process or What essential questions will students explore? prescriptive recipe. What knowledge and skill will students acquire? 2.The UbD framework helps to focus curriculum and teaching What established goals/standards are targeted? on the development and deepening of student understand- ing and transfer of learning (i.e., the ability to effectively Stage 2: Evidence use content knowledge and skill). What performances and products will reveal evidence of 3. Understanding is revealed when students autonomously meaning-making and transfer? make sense of and transfer their learning through By what criteria will performance be assessed, in light of authentic performance. Six facets of understanding—the Stage 1 desired results? capacity to explain, interpret, apply, shift perspective, What additional evidence will be collected for all Stage 1 empathize, and self-assess—can serve as indicators of desired results? understanding. Are the assessments aligned to all Stage 1 elements? 4. Effective curriculum is planned backward from long-term, desired results through a three-stage design process Stage 3: Learning Plan (Desired Results, Evidence, and Learning Plan). This process helps avoid the common problems of treating the What activities, experiences, and lessons will lead to textbook as the curriculum rather than a resource, and achievement of the desired results and success at the activity-oriented teaching in which no clear priorities and assessments? purposes are apparent. How will the learning plan help students with acquisition, meaning-making, and transfer? 5. Teachers are coaches of understanding, not mere pur- How will the unit be sequenced and differentiated to optimize veyors of content knowledge, skill, or activity. They focus on ensuring that learning happens, not just teaching achievement for all learners? (and assuming that what was taught was learned); they How will progress be monitored? always aim and check for successful meaning making Are the learning events in Stage 3 aligned with Stage 1 goals and transfer by the learner. and Stage 2 assessments? 6. Regularly reviewing units and curriculum against design standards enhances curricular quality and effectiveness, and provides engaging and professional discussions. 7. The UbD framework reflects a continual improvement approach to student achievement and teacher craft. The results of our designs—student performance—inform needed adjustments in curriculum as well as instruction so that student learning is maximized.

Source: Adapted from Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality units. Alexandria, VA: ASCD.

1703 North Beauregard Street | Alexandria, VA 22311–1714 USA | 1-703-578-9600 or 1-800-933-2723 | WWW.ASCD.ORG Page 12 APPENDIX B LEARNING GOALS AND TEACHING ROLES Learning Goals and Teaching Roles

Three Interrelated Learning Goals ACQUIRE MAKE MEANING TRANSFER

Note: These three goals are of This goal seeks to help This goal seeks to help students This goal seeks to support course interrelated. However, learners acquire factual construct meaning (i.e., come to an the learner’s ability to there is merit in distinguish- transfer information and basic understanding their learning ing them to sharpen and focus ) of important ideas autonomously and effect- teaching and assessment. skills. and processes. ively in new situations.

Direct Instruction Facilitative Teaching Coaching In this role, the teacher’s pri- Teachers in this role engage the learners in In a coaching role, teachers establish clear performance Teacher Role/ mary role is to inform the learn- actively processing information and guide goals, supervise on-going ers through explicit instruction their inquiry into complex problems, texts, Instructional opportunities to perform in targeted knowledge and skills; projects, cases, or simulations; differentiating Strategies (independent practice) in as needed. differentiating as needed. increasingly complex situations, Strategies include: Note: Like the above Strategies include: provide models and give on- learning goals, these ❍ diagnostic assessment going feedback (as personalized ❍ diagnostic assessment three teaching roles ❍ using analogies as possible). They also provide (and their associated ❍ lecture ❍ graphic organizers “just in time teaching” (direct methods) work togeth- instruction) when needed. ❍ advanced organizers ❍ questioning (divergent) & probing er in pur Strategies include: suit of identi- ❍ concept attainment fied learning results. ❍ graphic organizers ❍ on-going assessment ❍ inquiry-oriented approaches ❍ ❍ providing specific questioning (convergent) ❍ Problem-Based Learning feedback in the context ❍ demonstration/modeling ❍ Socratic Seminar of authentic application ❍ process guides ❍ Reciprocal Teaching ❍ conferencing ❍ formative (on-going) assessments ❍ ❍ guided practice prompting self assess- ❍ understanding notebook ment and reflection ❍ feedback, corrections ❍ feedback/ corrections ❍ differentiation ❍ rethinking and reflection prompts ❍ differentiated instruction

Source: Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality © 2011 Grant Wiggins andunits Jay .Mc Alexandria,Tighe VA: ASCD.

1703 North Beauregard Street | Alexandria, VA 22311–1714 USA | 1-703-578-9600 or 1-800-933-2723 | WWW.ASCD.ORG Page 13