UNDERSTANDING BY DESIGN FRAMEWORK BY JAY MCTIGHE AND GRANT WIGGINGS

UNDERSTANDING BY DESIGN FRAMEWORK BY JAY MCTIGHE AND GRANT WIGGINGS

1. IS A PLANNING PROCESS AND STRUCTURE

   • TO GUIDE
     • CURRICULUM-ASSESSMENT-INSTRUCTION
   • TWO KEY IDEAS
     • FOCUS ON
       • TEACHING AND ASSESSING FOR UNDERSTANDING AND TRANSFER
       • DESIGN CURRICULUM "BACKWARD" FROM THOSE ENDS

2. IS BASED IN 7 KEY TENENTS

   • 1) LEARNING ENHANCEMENT
     • THINK PURPOSEFULLY ABOUT CURRICULAR PLANNING
       • NO RIGID PROCESS
     • 2) FOCUS CURRICULUM AND TEACHING
       • ON DEVELOPMENT DEEPENING OF STUDENT UNDERSTANDING AND TRANSFER OF LEARNING
       • 3) STUDENTS MAKE SENSE OF AND TRANSFER
         • UNDERSTANDING INDICATORS SIX FACETS
           • CAPACITY TO EXPLAIN
           • INTERPRET
           • APPLY
           • SHIFT PERSPECTIVE
           • EMPATHIZE
           • SELF ASSESS
         • 4) EFECTIVE CURRICULUM PLANNED BACKWARD FROM LONG TERM
           • THREE STAGE DESIGN PROCESS
             • DESIDERED RESULTS
             • EVIDENCE
             • LEARNING PLAN
               • TEXT BOOK IS A RESOURCE NOT A CURRICULUM
           • 5) TEACHERS ARE COACHES OF UNDERSTANDING
             • ENSURE TEACHING HAPPENS
               • SUCCESFUL MEANING MAKING AND TRANSFER BY THE LEARNERS
             • 6) REGULAR REVISION OF UNITS AND CURRICULUM
               • AGAINST
                 • DESIGN STANDARS
               • REVISION ENHANCES CURRICULAR QUALITY AND EFECTIVENES
                 • PROVIDES ENGAGING AND PROFESSIONAL DISCUSSIONS
               • REFLECTS CONTINUAL IMPROVEMENT APPROACH TO STUDENT ACHIVEMENT AND TEACHER CRAFT

3. IS GUIDED FROM TWO STREAMS

   • THEORETICAL RESEARCH IN COGNITIVE PSICHOLOGY
   • RESULTS OF STUDENT ACHIEVEMENT

4. BACKWARD DESIGN

   • 1) IDENTIFY DESIDERED RESULTS
     • WHAT SHOULD STUDENTS KNOW, UNDERSTAND AND BE ABLE TO DO
       • RESULTS UNDERSTANDINGS QUESTIONS GOALS EXAMINE STABLISHED TANDARS NATIONALE STATE PROVINCE AND DISTRICT
         • REVIEW CURRICULUM EXPECTATIONS
           • CALLS FOR CLARITY ABOUT PRIORITIES
             • LONG TERM GOALS
   • 2)DETERMINE ASSESSMENT EVIDENCE
     • REFLECTS DESIDERED RESULTS
       • PERFOMANCE TASKS AND OTHER EVIDENCE
         • APPLY LEARNIGN TO NEW AND AUTHENTIC SITUATION TO ASSESS UNDERSTANDING AND ABILITY TO TRANSFER THEIR LEARNING
           • CONSIDER IN ADVANCE THE ASSESSMENT EVIDENCE TO VALIDATE TARGETED LEARNIGN HAS BEEN ACHIEVED
   • 3)PLAN LEARNING EXPERIENCES AND INSTRUCTIONS
     • PLAN MOST APPROPIATE LESSONS
       • LEARNING AC TIVITIES
         • TRANSFER MEANING AND ACQUISITION
           • ENSURE THREE GOALS ARE ADRESSED IN INSTRUCTION
             • TRANSFER MEANING AND ACQUISITION
               • PRESENTING INFORMATION
                 • MODELING BASIC SKILLS FOR ACQUISITION NOT EXTENDING LESSONS

5. Cibergrafia:http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

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