Understanding by Design Online
Professional development Workshop
Stage #2
Learning Objectives
|
Summary of Stage #2
In Stage #2 the focus is to determine if there is valid evidence that proves participants have clear understanding of the goals and to develop assessments using the six facets of understanding.
Wiggins and McTighe (2011) determine that understanding is affirmed in the following six facets: explanation, interpretation, application, perspective, empathy and self-knowledge. |
If the focus in Stage#1 is to obtain transfer for real understanding than Stage #2 is to highlight the transfer tasks and develop valid assessments of that understanding. As mentioned earlier transfer can be revealed in a variety of ways. If there has been understanding learners will be able to do the following:
Wiggins and McTighe address to assess learning designers need to determine evaluative criteria. In Stage #2 it is important to select from the four types of criteria that is appropriate based on the goals from Stage #1. The four types are as follows:
- Explain- show connections, make inferences and express them in their own words with valid support.
- Interpret- be able use ideas, data and events with some personal/historical relevance and create a compelling theory or story.
- Apply & Adjust- take what is learned and go beyond to a new situation or imbed into different units, courses and beyond.
- Perspective- to see more than, have an awareness or different point of view.
- Empathy- the ability to “walk in another’s shoes” and find value or purpose in what they think or their position.
- Self-Knowledge- have the ability to reflect one’s own learning and experiences. Have an awareness of mind to shape their own understanding.
Wiggins and McTighe address to assess learning designers need to determine evaluative criteria. In Stage #2 it is important to select from the four types of criteria that is appropriate based on the goals from Stage #1. The four types are as follows:
- Impact- shows the success or result of a project or performance.
- Content- reveals the degree of understanding given in the work.
- Quality- what is the craftsmanship, mechanics or neatness?
- Process- were steps followed, methods insured before and during the project or performance?
When using the UbD template designers can apply the GRASPS model for creating valid assessments. When designing tasks designers can reflect on 1) the Goal, 2) a Role for the participant, 3)who is the Audience, 4) is the Situation real-world, 5) participant Product/Performance 6) Standards for evaluation.
If the purpose is to address understanding and transfer of student learning it is possible to use a more efficient measure then do so. If not |
reflection of the six facets of understanding, use of rubrics and application of GRASPS will help both instructors and students aware of important learning goals in Stage #2 (Wiggins & McTighe 2011).
Understanding by Design Stage #2 Overview
Please take a moment to view the following video on steps to completing your UbD template for Stage #2.
References
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units.
Alexandria, Va.: ASCD.
Wiggins, G., & McTighe, J. (2012). The understanding by design guide to advanced concepts in creating
and reviewing units. Alexandria, Va.: ASCD.
Alexandria, Va.: ASCD.
Wiggins, G., & McTighe, J. (2012). The understanding by design guide to advanced concepts in creating
and reviewing units. Alexandria, Va.: ASCD.