Understanding by Design (UbD) is a curriculum framework for designing courses and units of content. This "backward design approach" asserts that instructors consider the overarching learning goals and how students will demonstrate mastery of them, prior to planning learning experiences and instruction. 

In this stage, educators identify the assessment methods and performance tasks that will provide evidence of students' understanding and mastery of the desired results. This involves designing assessments that align with the identified goals and allow students to demonstrate their knowledge and skills effectively. 

For many of us, curriculum writing is a new endeavor. We will methodically progress through each of the stages of Understanding by Design, and provide scaffolded support along the way. Use this rubric to guide your work in Stage 1. 

In Stage 2, we identify the assessment types that provide evidence of students' understanding and mastery of the desired results. This involves designing assessments that align with the identified goals and allowing students to demonstrate their knowledge and skills in meaningful and authentic ways. Use the Stage 2 Digital Notebook as a guide for designing and mapping assessments. 

The final stage of UbD, Stage 3, represents the actual learning experiences of unit design. While stages 1 and 2 are focused on what the instructor will do, or manage, this final stage is designed FOR the students. Stage 3 is centered around the art of teaching and rooted in flexibility and responsivity to the unique interests, backgrounds, prior learning, and experience of the learners. 

With the learning goals and assessment methods established, the instructor will have a clearer vision of which strategies would work best to provide students with the resources and information necessary to attain the goals of the course. Consider the following questions:

1. What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results?

2. What activities will equip students with the needed knowledge and skills?

3. What will need to be taught and coached, and how should it best be taught, in light of performance goals?

4. What materials and resources are best suited to accomplish these goals?

Click here to read AJ Juliani's blog, The Best Time in History to Be A Learner. "We’ve never had as much access to quality information, skill acquisition, coaching, mentoring, teaching, and learning experiences as we do right now."