Identify Desired REsults
SMART GOALS:
1. At the end of this lesson, the learner will be able to identify the purpose of Stage
#1 of UbD template.
2. At the end of this lesson, the learner will be able to identify or list the components
of Stage #1 of UbD template.
3. At the end of this lesson, the learner will be able to describe the components of
Stage #1 of UbD template.
1. At the end of this lesson, the learner will be able to identify the purpose of Stage
#1 of UbD template.
2. At the end of this lesson, the learner will be able to identify or list the components
of Stage #1 of UbD template.
3. At the end of this lesson, the learner will be able to describe the components of
Stage #1 of UbD template.
Ubd Stage #1 Overview
Understanding by Design is an instructional method based on backwards design principles (Wiggins & McTighe, 2011). This method utilizes acquisition of knowledge, making meaning of knowledge and transfer of knowledge to achieve longterm comprehension and application (Wiggins & McTighe, 2011). The key to successful transfer and application of knowledge is to begin with the desired end outcomes and plan in reverse. Creating the desired means to assess the student at the begin assists in setting clear and focused goals during the instruction (Wiggins & McTighe, 2011).
This method is organized in stages to be able to accomplish the desired result in learning. This first stage in this method is "Identifying Desired Results." This stage sets out the specific outcomes students should be able to apply outside of the context of how it was learned (Wiggins & McTighe, 2011).
This method is organized in stages to be able to accomplish the desired result in learning. This first stage in this method is "Identifying Desired Results." This stage sets out the specific outcomes students should be able to apply outside of the context of how it was learned (Wiggins & McTighe, 2011).
There are several sections to the template at Stage #1. The first section of the template is the Course Summary. The Course section is specific to the session being taught. This is a “lesson” from within a larger unit. This section contains details related to intended audience and basic background information for this target group. The design of the course is also addressed in this section. The Unit Summary section is focused on the overall goals and content of the lesson being taught. These components are essential to assist the teacher in organizing the learning.
The next section of the template includes Professional organizations and information about standards that apply to lesson from these professional organizations. The professional standards present the applicable expectations for student learning, knowledge, outcomes and connections.
The following section includes items that the teacher wants to ensure that students are able to transfer. Transfer is a higher order level of taking knowledge and skills, make meaning of them and then make connections to unique situations by applying this newly found information (Wiggins & McTighe, 2011) This is what we want our students to be able to do independently after completing the lesson.
The following section includes items that the teacher wants to ensure that students are able to transfer. Transfer is a higher order level of taking knowledge and skills, make meaning of them and then make connections to unique situations by applying this newly found information (Wiggins & McTighe, 2011) This is what we want our students to be able to do independently after completing the lesson.
The template has two other sections. One is called “Meaning”. In this section essential questions and understandings are presented. Essential questions are the overarching questions that provoke much thought and lead students to inquiry, meaning making and finally transfer (Wiggins & McTighe, 2011). Understandings are the concepts and skills that students will be able to gain and draw inferences, making connections and apply the learning to new situations (Wiggins & McTighe, 2011).
The last section is called “Acquisition”. In this portion of the template, the knowledge and specific skills students will learn are discussed. These are the foundational areas that students must have in order to be able to solve unique situations through application (Wiggins & McTighe, 2011). In order to make meaning, students must have these foundational areas.
UBD Stage #1:
YouTube Resource Videos
This resource video gives a brief overview of each section of UbD Stage 1 and the template being used in this workshop.
This is a second video that further explains the UbD template Stage #1 with highlights and other features.
This resource reviews the key components of Stage #1 in the UbD design method. This includes some basic points to consider as you begin planning in Stage 1.
Check Your Understanding:
UBD Stage #1 Assessment
Please complete the following assessment to demonstrate your understanding of Stage #1 of UbD.
REFERENCES:
Bacer, K. (2014, January). Unpacking UbD-Stage 1, [Video file]. Retrieved from https://youtu.be/qiu1-EvDVvc.
Stewart, C. (2015, October). UbD Stage #1 Overview, [Video File}. Retrieved from https://youtu.be/rbwcMlet_fU
Wiggins, G., & McTighe, J. (2012). The understanding by design guide to advanced concepts in creating and reviewing units. Alexandria, VA: ASCD.
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, VA: ASCD.
Bacer, K. (2014, January). Unpacking UbD-Stage 1, [Video file]. Retrieved from https://youtu.be/qiu1-EvDVvc.
Stewart, C. (2015, October). UbD Stage #1 Overview, [Video File}. Retrieved from https://youtu.be/rbwcMlet_fU
Wiggins, G., & McTighe, J. (2012). The understanding by design guide to advanced concepts in creating and reviewing units. Alexandria, VA: ASCD.
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, VA: ASCD.