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The framework is built on seven key tenets, emphasizing purposeful planning, deeper student understanding through authentic performance, and alignment among desired results, evidence, and the learning plan. 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ORG  \n1703 North Beauregard Street Alexandria, VA 22311-1714 USA 1-703-578-9600 or 1-800-933-2723  \n©2012 ASCD. All Rights Reserved.  \nUNDERSTANDING BY DESIGN® FRAMEWORK  \nBY JAY MCTIGHE AND GRANT WIGGINS  \nINTRODUCTION: WHAT IS U bD™ FRAMEWORK?  \nThe Understanding by Design® framework (UbD™ framework) offers a planning process and structure to guide curriculum, assessment, and instruction. Its two key ideas are contained in the title: 1) focus on teaching and assessing for understanding and learning transfer, and 2) design curriculum “backward” from those ends.  \nThe UbD framework is based on seven key tenets:  \n1. Learning is enhanced when teachers think purposefully about curricular planning. The UbD framework helps this process without offering a rigid processor prescriptive recipe.  \n2. The UbD framework helps focus curriculum and teaching on the development and deepening of student understanding and transfer of learning (i.e. , the ability to effectively use content knowledge and skill) .  \n3. 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—can serve as indicators of understanding.  \n4. Effective curriculum is planned backward from long-term, desired results through a three-stage design process (Desired Results, Evidence, and Learning Plan) . This process helps avoid the common problems of treating the textbook as the curriculum rather than a resource, and activity-oriented teaching in which no clear priorities and purposes are apparent.  \n5. Teachers are coaches of understanding, not mere purveyors of content knowledge, skill, or activity. They focus on ensuring that learning happens, 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.  \n6. Regularly reviewing units and curriculum against design standards enhances curricular quality and effectiveness, and provides engaging and professional discussions.  \n7. The UbD framework reflects a continual improvement approach to student achievement and teacher craft. The results of our designs—student performance—inform needed adjustments in curriculum as well as instruction so that student learning is maximized.  \nThe Understanding by Design framework is guided by the confluence of evidence from two streams—theoretical research in cognitive psychology, and results of student achievement studies. A summary of the key research that undergirds UbD framework can be found [at](at www.ascd.org)[ ](at www.ascd.org)[www.ascd.org](at www.ascd.org) under Research A Topic.  \nThe Three Stages of Backward Design  \nThe UbD framework offers a three-stage backward design process for curriculum planning, and includes a template and set of design tools that embody the process. A key concept in UbD framework is alignment (i.e. , all three stages must clearly align not only to standards, but also to one another) . In other words, the Stage 1 content and understanding must be what is assessed in Stage 2 and taught in Stage 3.  \nStage 1—Identify Desired Results  \nKey Questions: What should students know, understand, and be able to do? What is the ultimate transfer we seek as a result of this unit? What enduring understandings are desired? What essential questions will be explored in-depth and provide focus to all learning?  \nIn the first stage of backward design, we consider our goals, examine established content standards (national, state, province, and district), and review curriculum expectations. Because there is typically more content than can reasonably be addressed within the available time, teachers are obliged to make choices. This first stage in the design process calls for clarity about priorities.  \nLearning priorities are established by long-term performance goals—what it is we want stude","cbCaiuY9Pw5orfKA","https://ap.wps.com/l/cbCaiuY9Pw5orfKA","pdf",2126812,13,"English","# Introduction: What Is U bD™ Framework?\n## The Three Stages of Backward Design\n## Stage 1—Identify Desired Results","[{\"question\":\"What is the core focus of the Understanding by Design (UbD) framework?\",\"answer\":\"UbD centers on teaching and assessing for understanding and learning transfer, and it designs curriculum “backward” from long-term desired results.\"},{\"question\":\"How does UbD define student understanding?\",\"answer\":\"Understanding is revealed when students autonomously make sense of learning and transfer it through authentic performance, using indicators such as explanation, interpretation, application, perspective shift, empathy, and self-assessment.\"},{\"question\":\"What are the three stages in backward design within UbD?\",\"answer\":\"The three stages are Desired Results, Evidence, and Learning Plan, designed to align so that Stage 1 drives what is assessed in Stage 2 and taught in Stage 3.\"}]","Understanding by Design - Introduction: What Is U bD Framework - Three Stages of Backward Design | PDF",1789848933]