Preamble

**Understanding by DESIGN**
The backward design model is comprised of the following three stages: **

**I. Identify desired results**
|| ** //Assessed by// ** **o Traditional quizzes and tests paper/pencil selected-response constructed-response** **x Performance Tasks & Projects open-ended complex authentic** Teachers must address the specifics of instructional planning - choices about teaching methods, sequence of lessons, and resource materials - **AFTER** identifying the desired results and assessments.
 * [[image:ubd2.png]]

//Teaching is a means to an end.// ||

**__The Six Facets of Understanding__**

 * **can explain**
 * **can interpret**
 * **can apply**
 * **have perspective**
 * **can empathize**
 * **have self-knowledge**

**II. Determine acceptable evidence**
As well assessment should include a culminating performance that demonstrates evidence of understanding of the concepts of the unit. The performance is designed using either of the two below; **ROLE** **AUDIENCE** **SITUATION** ** PRODUCT **
 * = **GRAPE** ||= **GRASP** ||
 * = **Goal**
 * Role and situation**
 * Audience**
 * Product and Presentation**
 * Evidence of Learning** ||= **GOAL**
 * STANDARDS for SUCCESS ** ||

What assignments will be given? ||
 * Think like a Teacher! || ** Think like a sports coach! ** ||
 * What would be sufficient and revealing evidence of understanding? || What would be interesting and engaging activities on this topic? ||
 * What performance tasks must anchor the unit and focus the instructional work? || What resources and materials are available on this topic? ||
 * How will I be able to distinguish between those who really understand and those who don’t (though they may seem to)? || What will students be doing in and out of class?
 * Against what criteria will I distinguish work? || How will I give students a grade (and justify it to their parents)? ||
 * What misunderstandings are likely? How will I check for those? || Did the activities work? Why or why not? ||

**III. Plan learning experiences and instruction**

 * Use "WHERE" ** to guide teachers on where to focus their effort
 * **Where** the work is headed and the purpose
 * **H** **ook** students with engaging work that makes them more eager to explore key ideas ook students with engaging work that makes them more eager to explore key ideas
 * **E** **xplore** the subject in depth and equip students with required knowledge and skills xplore the subject in depth and equip students with required knowledge and skills to perform successfully on final tasks. to perform successfully on final tasks..
 * **R** **ethink** with students the big ideas; students rehearse and revise their work ethink with students the big ideas; students rehearse and revise their work
 * **E** **valuate** results and develop action plans through self-assessment of results valuate results and develop action plans through self-assessment of results

(Wiggins and McTighe, 1998)



[|Examples]
===[|Understanding the Design Process] & [|Format of Design Unit] & [|Template]===