After reflecting on the video and reading Chapters 3 and 4 from Wiggins and McTighe, please answer the following question:
[Type text] [Type text] [Type text]
Education Standards Addressed:
Stage 1 – Desired Results
Students will understand that:
Students will know:
Student objectives (outcomes):
Students will be able to:
Stage 2 – Assessment Evidence
Performance Task Criteria:
Stage 3 – Learning Plan
What makes a question essential: (pages 107-112 in UbD text.)
4 connotations of “essential”
Important questions that recur throughout our lives
Core ideas and inquiries within the discipline
Helps students effectively inquire and make sense of the big idea(s) and requires
students to make decisions about answers
Engages a specific and diverse set of learners
Characteristics of Essential Questions (also p. 91 in UbD workbook)
Have more than 1 answer, meant to be discussed, investigated
Cannot be answered in a single sentence
Might be controversial or pose a dilemma and as such require reasoning and justification
Raise other important questions
Naturally and appropriately recur K-12 and beyond
SIX FACETS OF UNDERSTANDING
Six Facets Description Example
To ensure students understand why an answer or approach is
the right one. Students explain or justify their responses or
justify their course of action.
Students develop an illustrated brochure to explain the
principles and practices of a particular type of technology
(i.e., transportation, construction, medical, information).
To ensure students avoid the pitfall of looking for the “right
answer” and demand answers that are principled…students
are able to encompass as many salient facts and points of
view as possible.
Students develop a ‘biography’ of the development of a
particular type of technology.
To ensure students’ key performances are conscious and
explicit reflection, self-assessment, and self-adjustment, with
reasoning made evident. Authentic assessment requires a
real or simulated audience, purpose, setting, and options for
personalizing the work, realistic constraints, and “background
Students analyze a design of a product, taking it apart in
order to determine how it works.
Students design, develop, test, and revise a solution to a
local issue, such as a new roadway system, a water
treatment system, or long-term storage of various materials.
To ensure students know the importance or significance of an
idea and to grasp its importance or unimportance.
Encourage students to step back and ask, “What of it?” “Of
what value is this knowledge?” “How important is this idea?”
“What does this idea enable us to do that is important?”
Students investigate about a technological artifact from
the perspective of different regions and countries.
To ensure students develop the ability to see the world from
different viewpoints in order to understand the diversity of
thought and feeling in the world.
Students imagine they are politicians debating the value of
nuclear power. They write their thoughts and feelings
explaining why they agree or disagree with the use of
To ensure students are deeply aware of the boundaries of
their own and others’ understanding; able to recognize their
own prejudices and projections; has integrity – able and
willing to act on what one understands
Students reflect on their own progress of understanding
about one of the standards in Standards for Technological
Literacy: Content for the Study of Technology. They
evaluate the extent to which they have improved, what
task or assignment was the most challenging and why, and
which project or product of work they are most proud of
Source: Wiggins, G., & McTighe, J. (1998). Understanding by Design. p. 85-97. Alexandria, VA: Association for Supervision
and Curriculum Development.
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