UbD Stage #1
Identify Desired Results
Identify Desired Results
Smart Learning Objectives
Specific - Measurable - Attainable - Results-focused - Time-focused
After completing this unit students will be able to the following:
1. Outline the components of the UbD template - Stage #1.
2. State the definition of a Transfer result and provide an appropriate example.
3. State the definition of a Meaning result and provide an appropriate example.
4. State the definition of an Acquisition result and provide an appropriate example.
Specific - Measurable - Attainable - Results-focused - Time-focused
After completing this unit students will be able to the following:
1. Outline the components of the UbD template - Stage #1.
2. State the definition of a Transfer result and provide an appropriate example.
3. State the definition of a Meaning result and provide an appropriate example.
4. State the definition of an Acquisition result and provide an appropriate example.
Understanding by Design - Summary
Understanding by Design is a process for instructional design that may be considered working backwards by many course designers and educators who think of course development first in terms of the classroom lectures, demonstrations, or other activities that will be done each day during the course time (Wiggins and McTighe, 2011). In the Understanding by Design concept, the classroom activities are the last things considered when designing a course or educational unit.
Developing a course or education unit using Understanding by Design principles starts by considering the desired endpoints of the coursework - what the students will have learned. Built on this information are the assessments or acceptable evidence that the students will provide to satisfy the instructor that they have learned the information delivered in the course. Finally the course designer will develop and plan the learning experiences that will be presented in the course.
For the first stage of the process, we consider three types of results we would want the students to have achieved. These are:
- the knowledge and skills students will have acquired
- the meaning and understanding they will have achieved
- the ability they will have mastered to transfer their knowledge into different circumstances or situations.
Understanding by Design - Stage #1
Stage #1 of the UbD form begins with basic information on the course or unit and the organization in which it will be taught. This included the name of the course and unit, the school or organization which hosts the course, and an brief narrative that is an overview of the material that will be taught.
All of the desired results identified in the UbD template must correspond to accepted and validated standards or competencies published by professional organizations. Some examples are the Common Core Standards for K-12 educators, Core Competencies for Public Health Professionals, Core Competencies for Entering Medical Students. Each standard/competency should be assigned a specific code if one is not provided by the professional organization to permit cross-referencing to the lists of desired results.
The UbD template then lists three classifications of desired results. The first is termed Transfer. These are tasks or activities that the student should be able to perform in a situation that is different from that which was specifically taught in the unit. It is important that the student is able to perform this task on their own at the completion of the unit.
The second type of desired results are Meanings. In this section is listed two types of meanings, Essential Questions and Understandings. Essential Questions are general concepts to which the knowledge learned in the unit can be applied. In general these are questions or concepts which may not have a specific answer, but to which the knowledge in the unit can provide some insight or argument. Understandings are general facts and inferences that will be drawn from the knowledge provided in the unit.
Finally, the third type of desired results are termed Acquisition. These are the specific facts and skills that students will be able to recall and perform at the end of the unit.
All of the desired results identified in the UbD template must correspond to accepted and validated standards or competencies published by professional organizations. Some examples are the Common Core Standards for K-12 educators, Core Competencies for Public Health Professionals, Core Competencies for Entering Medical Students. Each standard/competency should be assigned a specific code if one is not provided by the professional organization to permit cross-referencing to the lists of desired results.
The UbD template then lists three classifications of desired results. The first is termed Transfer. These are tasks or activities that the student should be able to perform in a situation that is different from that which was specifically taught in the unit. It is important that the student is able to perform this task on their own at the completion of the unit.
The second type of desired results are Meanings. In this section is listed two types of meanings, Essential Questions and Understandings. Essential Questions are general concepts to which the knowledge learned in the unit can be applied. In general these are questions or concepts which may not have a specific answer, but to which the knowledge in the unit can provide some insight or argument. Understandings are general facts and inferences that will be drawn from the knowledge provided in the unit.
Finally, the third type of desired results are termed Acquisition. These are the specific facts and skills that students will be able to recall and perform at the end of the unit.
The short video below will guide you through the Stage #1 section of the UbD template to highlight the various sections discussed above.
References
Wiggins, G. and McTighe, J. (2011) The understanding by design guide to creating high-quality units. Alexandria, Virginia, ASCD.
Wiggins, G. and McTighe, J. (2011) The understanding by design guide to creating high-quality units. Alexandria, Virginia, ASCD.