Understanding+by+Design

**A Summary of Underlying Theory and Research Base for Understanding Instruction by Design** By: Jay McTighe & Elliot Seif  Presentation by: Lindsay Schmitt, Jillian Fick, Joanna Luce, and Casey Lange = __What is Understanding by Design (UBD)?toc__ =


 * A tool in education planning with a focus on “teaching for understanding”
 * A research-based, standards driven framework for improving student achievement focused on instructional design, assessment, and professional development.
 * Developed by Grant Wiggins & Jay McTighe for the ASCD (Association for Supervision and Curriculum Development)

= __**Backwards Planning Curriculum Design Process **__ =


 * ==3 Important Stages of UBD==
 * Teachers are designers of learning, of environments and of student experience. The authors of UBD argue that teachers should think like “assessors” and design instruction backwards.



= **__Core Principles of UBD:__ ** =

**UBDExchange.org** = **__Research base for UBD__ ** =
 * 1) Develop and deepen student understanding
 * 2) Student ability to apply knowledge and skills within authentic contexts
 * 3) Effective curriculum development through backward design
 * 4) Consistent reviews of curriculum and assessment effectiveness- “quality control”
 * 5) Teachers provide students opportunities to reveal conceptual understanding- “explain, interpret, apply, shift, perspective, empathize, and self-assess.”
 * 6) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Collaboration with teachers, schools, and districts using technology, and other approaches to design, share, and critique units of study.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">This site provides searchable database of curriculum designs, electronic design tools and templates, and online peer and expert review protocols. These materials provide educators with a powerful set of resources to make their work more focused, engaging, coherent, and effective. ( <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; vertical-align: baseline;">[|__http://www.ubdexchange.org/__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">)


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">·Focuses on 2 major questions:
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">What is the research base underlying Understanding by Design?
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">How do we know that Understanding by Design, when appropriately applied, will enhance student achievement?

**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">__Research base in Cognitive psychology focuses on 5 areas:__ **
**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">__How cognitive psychology is used in UBD:__ **
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Memory and the structure of knowledge
 * 2) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Analysis of problem solving and reasoning
 * 3) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Early foundations
 * 4) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Meta-cognitive processes and self regulatory capabilities
 * 5) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Cultural experience and community participation
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Focus of teaching shifted from drill to student understanding and application
 * 2) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">High contextual transfer rates happen with student understanding material in depth
 * 3) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Novice versus expert:
 * 4) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Experts seek to develop understanding of problems: thinking revolves around big ideas
 * 5) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Novices approach problems looking for quick correct answer
 * 6) Cover material in-depth versus superficially. Students retain information that is extensively covered with meaningful connection 5. Feedback is fundamental to learning and formative assessments should be used for this 6. Assessments should provide students with opportunities to apply their knowledge rather than just recite it 7. Expert teachers should know the structure of their discipline and use their knowledge as “cognitive roadmaps” to guide assignments, assessment and questions

**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 19px; vertical-align: baseline;">__Research on Achievement Related to Understanding by Design__ **
**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Study on Authentic Pedagogy: ** **<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">How this research relates to UBD: ** **<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Smith, Lee, and Newmann (2001): ** **<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Newmann, Bryk, and Nagaoka (2001) **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">1996 Newmann study that compared authentic pedagogical experiences to academic performance in elementary, middle, and high schools.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">In this study, authentic pedagogy was measured by a set of standards that included high-order thinking skills, conceptual knowledge and real world connections beyond the classroom.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Similar classrooms were compared in regards to student performance:
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">One classroom utilized high levels of authentic pedagogical practices
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">The other classroom utilized low levels of authentic pedagogical practice
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Results: Students with high levels of authentic pedagogy and performance were helped substantially whether they were high or low achieving students
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">This study concludes that authentic pedagogy and assessments pay off in terms of improving academic achievement for all students, including low performing students.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">This research supports the Understanding by Design approach, which emphasizes the use of authentic performance assessments and pedagogy that promotes a focus on deep knowledge and understanding, and active and reflective teaching and learning.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Study focused on the link between different forms of instruction (interactive vs. traditional) and learning in Chicago elementary schools.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Interactive instruction:
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">The teacher’s role is primarily one of guide or coach
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Students ask questions, develop strategies for solving problems, and communicate with one another
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Students are often expected to explain their answers and discuss how they arrived at their conclusions
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Students are encouraged to choose the questions or topics they wish to study within an instructional unit designed by the teacher
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Teachers usually assess students’ mastery of knowledge through discussions, projects, or tests that demand explanation and extended writing
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Students discuss ideas and answers by talking, and sometimes arguing, with each other and with the teacher
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Students work on applications or interpretations of the material to develop new or deeper understandings of a given topic
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Results:
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Interactive teaching methods were associated with more learning
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Confirm that the instructional approach a teacher uses influences how much students learn in reading and mathematics
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Study examined the relationship between classroom assignments, quality of student work (is it authentic intellectual work?), and standardized test performance
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Authentic intellectual work:
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Involves construction of knowledge, through disciplined inquiry, to produce discourse, products, or performances that have value beyond school
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Results:
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Students who received assignments requiring more challenging intellectual work also achieved greater than average gains on the standardized tests in reading and mathematics
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">All students benefit from exposure to high-quality assignments and instruction, even students in very disadvantaged classrooms

**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Third International Mathematics and Science Study (TIMSS, 1995) **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">An exhaustive analysis of classroom teaching in mathematics and science in 42 countries including the U.S., Japan, and Germany using videotapes, surveys, and test data
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Results:
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">American students are outperformed by students in most other industrialized countries
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Nations with higher test scores use teaching and learning strategies that promote understanding rather than “coverage” and rote learning.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">One nation, Japan, also uses a collaborative design and review process that continually improves teacher performance

**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">High Schools That Work (HSTW) Program ** <span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 15px; text-align: left; text-decoration: none; vertical-align: baseline;"> **<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Senk and Thompson (2003) ** **<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">How these studies relate to the pedagogy in the UbD planning model: **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">HSTW is a nationally recognized program for integrating academic and vocational education. The National Center for Research in Vocational Education conducted a study to analyze the effectiveness of the program
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Four practices of the HSTW program
 * 1) A challenging curriculum that equips students to think analytically, to reason, to judge, and use academic and technical content and processes to complete tasks typical of those found in the workplace and community
 * 2) Teaching for understanding in ways that create challenging situations in which students test their knowledge by solving problems, building products, and giving performances or writing reports that synthesize thorough analysis of a topic, a concept, or an idea
 * 3) Teaching in a meaningful context provides a way to apply academic learning to important ‘real-world’ problems and helps students see meaning and purpose in their studies
 * 4) Assessments of learning are based on clearly stated standards that require students to demonstrate their understanding of new knowledge and skills
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Results:
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">High school programs that embody the above characteristics are extremely effective
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">HSTW significantly increased the percentages of students in their senior classes who met achievement goals in mathematics, science, and reading
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Study summarized the results 13 studies of “understanding-based” mathematics curricula that follow the National Council of Teachers of Mathematics (NCTM) approach.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">NCTM
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Issued a set of standards for mathematics that reduced the emphasis on rote learning of mathematical formulas and procedures and increased emphasis on conceptual understanding of mathematics
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Results:
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Students achieved well on traditional assessments and significantly outperformed students who do not use this type of curriculum in areas such as application to new and novel situations, problem-solving skills, and basic understanding of core concepts and principles
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Studies provide evidence that the NCTM curriculum can have a positive impact on high school mathematics achievement
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">It is not that students in these curricula learn traditional content better but that they develop other skills and understandings while not falling behind on traditional content
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">UbD instructional approaches
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Call for the student to construct meaning through disciplined inquiry
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Emphasis on authentic intellectual work
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Challenging students with activities that require higher order thinking skills
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Teach for understanding
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Teachers set clear performance standards and use forms of authentic assessment
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Peer review process- parallels the process of collaborative unit and lesson design, refinement, and regional sharing found in other countries

__**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Research on Technology **__

 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Wenglinsky (1998) performed a study to find the relationship between uses of technology and mathematics achievement.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">The study found that there is a significant achievement relationship in the eighth grade between National Assessment of Educational Progress (NAEP) and the use of technology that focused on mathematical projects, problems and simulations that promoted application of knowledge and higher order thinking.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Conversely, the study found that computer use for drill and practice, negatively related to student achievement.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">This research supports the UbD approach to learning and learning assessment and suggests that applying Understanding by Design can lead to higher achievement on national and state tests.

__**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Research on Instructional Practices **__
**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">There are numerous teaching strategies emphasized and aligned with UbD that have been confirmed to be very effective in improving student achievement. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Advance Organizers - short sets of verbal or visual information presented prior to learning a larger body of content.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Present students with context, not content, and conceptual frameworks, not specific detail.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Serve as bridges from previous knowledge to whatever is being learned.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">In over 112 studies examined, Stone (1983) found that advance organizers were shown to be associated with increased learning and retention of material at all grade and ability levels, but lower-ability students tended to profit the most.


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Higher-Order Questioning - questions that require students to go beyond simple recall and engage in more sophisticated thinking.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Research has concluded that higher-order questioning:
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">yields positive gains on tests of factual recall and application of thinking skills;
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">facilitates better textbook learning than do fact question inserts;
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">activates prior knowledge and focuses attention, resulting in better learning.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Despite the advantages Gall (1984) discovered that only about 20 percent of classroom questions required more than simple factual recall; and Goodlad (1984) reported that only about one percent of classroom discussion invited students to give their own opinions and reasoning.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Feedback - Research has confirmed that one of the most effective strategies a teacher can use is to provide students with feedback relative to how well they are doing.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Guidelines for classroom feedback:
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Feedback should be “corrective” in nature. This means that it should provide students with an explanation of what they are doing that is correct and what they are doing that is not correct.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Feedback should be timely. Feedback provided immediately after assessment enhances learning.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Feedback should be specific to a criterion; that is, it should inform students where they stand relative to a specific target of knowledge or skill. Research has consistently indicated that criterion-referenced feedback has a more powerful effect on student learning than normreferenced feedback.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Students can effectively provide some of their own feedback by monitoring their own progress


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Related Strategies - additional strategies that possitively relate to students achievement include:
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Identifying similarities and differences;
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Using “nonlinguistic representations”—primarily graphic organizers, models, mental pictures, artistic expression, and kinesthetic activity;
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Generating and testing hypotheses through systems analysis, problem solving, historical investigation, invention, and experimental inquiry; and
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Asking students to explain their thinking

__**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Research on Higher Education **__
<span style="background-color: transparent; color: #000000; text-decoration: none; vertical-align: baseline;">T <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">he National Survey of Student Engagement <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; vertical-align: baseline;">[|__(NSSE)__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> identified five categories of effective educational practices that are linked to desired outcomes in college
 * <span style="font-family: Arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">3 of those 5 align with the principals of UbD
 * Level of Academic Challenge- Emphasizes importance of academic effort and setting high expectations for student performance
 * <span style="font-family: Arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Active and Collaborative Learning- Applying knowledge to new settings and collaborating for mastering difficult material or problems
 * <span style="font-family: Arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Enriching Educational Experiences- Internships, community service, senior capstone courses
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Example- <span style="background-color: initial; color: #1155cc; font-family: Arial; font-size: 15px; vertical-align: baseline;">[|__Virginia agency used UbD to create social studies framework__]

__**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Future Research Targeted **__

 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Association for Supervision and Curriculum Development (ASCD) is planning to launch the first formal, independent research study on the efficacy UbD now that the materials and processes are stable
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Informal studies are being conducted at the school levels

=**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 19px; vertical-align: baseline;">__Understanding by Design in Action__ **=
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Programs and Projects- Below are examples of some of the programs and projects that recognize the efficacy of the UbD framework and incorporate it in their work


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Schools and Districts- Below are examples of some of the schools and districts that use UbD to guide curriculum, local assessment, staff development, teacher observation, and school improvement
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Norfolk (Virginia) School District
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Georgetown (South Carolina) School District
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Laredo (Texas) Independent School District
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Nanuet (New York) School District
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Regional Collaborations- Below are examples of some of the agencies that have facilitated collaborative curriculum and staff development projects using UbD
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; vertical-align: baseline;">[|__Standards in Action Project__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> a collaborative project between San Diego County School Districts and the San Diego County Office of Education
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Bucks County Intermediate Unit- Coordinates curriculum and staff development training for teachers and administrators
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Capital Region Education Council (CREC)- Coordinates curriculum and staff development project for teachers and administrators
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Higher Education
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">The Understanding by Design book is used in more than 150 undergraduate and graduate schools
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">College of New Jersey uses UbD for mapping curriculum by department and for course and syllabus design

__**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Additional Information **__
 * <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">[|__Video clip of Jay McTighe discussing his book "Understanding by Design"__]
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">More than 255,000 copies of Understanding by Design have been distributed worldwide
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Tens of thousands of teachers and administrators have received UbD training
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Both the Understanding by Design book and the Understanding by Design Handbook won the annual Distinguished Achievement Award for Excellence in Educational Publication from EdPress

=__Reference:__= McTighe, J., & Seif, E. (2003). //A summary of underlying theory and research base for understanding by design.// Unpublished manuscript.

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