Stage #1 - Identify Desired Results
Learning Objectives
By the end of this session participants will be able to:
1. Identify the "big idea" for the unit being designed.
2. Formulate transfer skills, essential questions, and knowledge/skills.
3. Align standard and competency codes with each of the desired results.
By the end of this session participants will be able to:
1. Identify the "big idea" for the unit being designed.
2. Formulate transfer skills, essential questions, and knowledge/skills.
3. Align standard and competency codes with each of the desired results.
![a white number one against a purple background](/uploads/3/8/1/8/38182723/1611553.jpg?164)
Identify Desired Results
To begin Understanding by Design, also known as backwards design, you need to identify the "big idea" for your unit. The "big idea" is the overarching theme for your entire unit. Once you have that established it is time to start creating the building blocks (Wiggens & Tighe, 2011).
To begin Understanding by Design, also known as backwards design, you need to identify the "big idea" for your unit. The "big idea" is the overarching theme for your entire unit. Once you have that established it is time to start creating the building blocks (Wiggens & Tighe, 2011).
![](/uploads/3/8/1/8/38182723/9803378.png?228)
Getting Started
1. Choose Content Standards and Competencies. Select the standards and competencies that are relevant to your unit. (These are the mortar that will cement the other building blocks together).
2. Identify Transfer Skills. Determine which elements of this unit participants will be able to transfer to independent environments. (Match a standard or competency to each transfer learning point) (Wiggens & McTighe, 2011).
1. Choose Content Standards and Competencies. Select the standards and competencies that are relevant to your unit. (These are the mortar that will cement the other building blocks together).
2. Identify Transfer Skills. Determine which elements of this unit participants will be able to transfer to independent environments. (Match a standard or competency to each transfer learning point) (Wiggens & McTighe, 2011).
![two figures on puzzle pieces trying to connect hands.](/uploads/3/8/1/8/38182723/9620548.jpg?272)
Meaning Making
1. Essential Questions. Identify several questions that challenge participants to use critical thinking skills (not yes or no questions). (Match a standard or competency to each question.)
2. Understandings. State specifically what you want participants to learn and understand by the end of the unit. (Match a standard or competency to each statement) (Wiggens & McTighe, 2011).
1. Essential Questions. Identify several questions that challenge participants to use critical thinking skills (not yes or no questions). (Match a standard or competency to each question.)
2. Understandings. State specifically what you want participants to learn and understand by the end of the unit. (Match a standard or competency to each statement) (Wiggens & McTighe, 2011).
![colorful poster stating](/uploads/3/8/1/8/38182723/6062982.jpg?181)
Acquisition
1. Knowledge. List specific knowledge such as vocabulary words or facts participants need to know before they can understand the meaning or develop the transfer skills identified for this unit. (Match with a standard or competency.)
2. Skills. Identify skills that are necessary for participants to be successful in achieving all identified goals, such as how to write citations or computer knowledge. (Match with a standard or competency) (Wiggens & McTighe, 2011).
1. Knowledge. List specific knowledge such as vocabulary words or facts participants need to know before they can understand the meaning or develop the transfer skills identified for this unit. (Match with a standard or competency.)
2. Skills. Identify skills that are necessary for participants to be successful in achieving all identified goals, such as how to write citations or computer knowledge. (Match with a standard or competency) (Wiggens & McTighe, 2011).
![post it note with the word assignment written in red.](/uploads/3/8/1/8/38182723/9618112.jpg?269)
Assignment: What's the Big Idea?
Perhaps you noticed the repetition of matching any identified skill, goal, idea, or question with a standard or competency code. For your assignment look up the standard and competency codes that link to your area of study. Write down the url of these standards and codes for future use. Take time to read each of the standards and competencies so you are familiar with their meanings, expectations and outcomes. Be sure to find competencies for technology skills or other types of skills that you incorporate into your unit.
Perhaps you noticed the repetition of matching any identified skill, goal, idea, or question with a standard or competency code. For your assignment look up the standard and competency codes that link to your area of study. Write down the url of these standards and codes for future use. Take time to read each of the standards and competencies so you are familiar with their meanings, expectations and outcomes. Be sure to find competencies for technology skills or other types of skills that you incorporate into your unit.
Resources:
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, Va.: ASCD.
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to advanced concepts in creating and reviewing units. Alexandria, Va.: ASCD.
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, Va.: ASCD.
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to advanced concepts in creating and reviewing units. Alexandria, Va.: ASCD.