Understanding by Design
The Understanding by Design Framework® (UbD), created by nationally recognized educators Jay McTighe and Grant Wiggins, is a planning process and structure that guides teachers in implementing effective standards-based performance tasks. Defined Learning’s performance tasks follow the UbD framework to save teachers time and improve student understanding and achievement. Jay McTighe, co-author of Understanding by Design, discusses Knowledge Transfer, College & Career Readiness, and Assessment.
Knowledge Transfer College & Career Readiness Assessment
The collection of performance tasks developed by Defined Learning supports the UbD framework for curriculum, instruction and assessment. Through the utilization of ‘real world’ performance tasks and related resources, teachers engage their students in meaningful learning and authentic assessment – and that is the best preparation for the world outside of school. – Jay McTighe
understanding by design ®
ubd ™
Jay McTighe discusses
UbD & Defined Learning (formerly Defined Learning)
Stories of Success from
Educators Using Defined Learning
Understanding by Design
Key Ideas
The two key ideas of Understanding by Design are contained in its title:
- 1) Focus on teaching and assessing for understanding and transfer
- 2) Design curriculum “backward” from those ends
UbD is based on seven key tenets:
UbD is a way of thinking purposefully about curricular planning, not a rigid program or prescriptive recipe.
A primary goal of UbD is developing and deepening student understanding: the ability to make meaning of learning via “big ideas” and transfer learning.
Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance. Six facets of understanding the capacity to explain, interpret, apply, shift perspective, empathize, and self assess -serve as indicators of understanding.
Effective curriculum is planned “backward” from long-term desired results though a three-stage design process (Desired Results, Evidence, Learning Plan). This process helps to avoid the twin problems of “textbook coverage” and “activity-oriented” teaching in which no clear priorities and purposes are apparent.
Teachers are coaches of understanding, not mere purveyors of content or activity. They focus on ensuring learning, not just teaching (and assuming that what was taught was learned); they always aim – and check – for successful meaning making and transfer by the learner.
Regular reviews of units and curriculum against design standards enhance curricular quality and effectiveness.
UbD reflects a continuous improvement approach to achievement. The results of our designs – student performance – inform needed adjustments in curriculum as well as instruction.
Defined Learning (formerly Defined Learning)
Reinforcement
Defined Learning reinforces and supports the Understanding by Design framework for curriculum, instruction and assessment. Through the utilization of performance tasks and related resources, Defined Learning reflects the educational strategies of STEM education and project-based learning.
REAL-WORLD VIDEOS
Show the practical application of educational concepts within an industry and/or organizational context.
PERFORMANCE TASKS
Ask students to apply knowledge and skills in authentic situations built around the demands of specific careers/industries.
LITERACY TASKS
Encourage students to read, synthesize and write informative and/or position papers around the real-world issues.
Give learners opportunities to explore challenges and opportunities with global implications.
understanding by design
and defined Learning
Jay McTighe and Dave Reese
