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EDUC 522
Evaluation of Instruction
Week 3

Elements of Effective Instructional Design

Essential Questions
What is the relationship between design and understanding?
Curriculum designer vs. lesson planner

How does one teach for understanding while not getting

trapped into knowledge acquisition?

Elements of Effective Instructional Design

Essential Questions
From Wiggins and McTighe, an understanding is a mental
construct, an abstraction made by the human mind to make
sense of many distinct pieces of knowledge.
Blooms taxonomy
Work of educational philosopher, John Dewey
What do authentic assessments look like that address these
complex and multilayered issues?

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Elements of Effective Instructional Design

Wiggins and McTighe, Chapter 3
Gaining clarity on our goals
Backward design is a goal directed process
Stage 1 Assessment evidence needed
Stage 2 Types of planned learning and instruction is
developed

All learning targets are not equal

Elements of Effective Instructional Design

Wiggins and McTighe, Chapter 3
UbD is a deliberate approach
Important to move away from aimless coverage and isolated
activities
What do we teach? What do we leave out?
Goals; Essential questions; Big ideas; Genuine/Authentic
inquiry

Elements of Effective Instructional Design

Wiggins and McTighe, Chapter 3
Formative assessment critical to student ability to
transfer or apply knowledge

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Elements of Effective Instructional Design

Content standards and learning outcomes
Danger of overload on both standards and content
Results in lack of understanding and ability to transfer/apply
knowledge
Teacher support necessary
Clustering as an approach for organizing and teaching big ideas
and specific content

Elements of Effective Instructional Design

What is a big idea and a core task?
Big ideas establish learning priorities and determine what is
most important. Serve as conceptual connectors.
Core tasks are central to help students uncover the big ideas
and summarize multiple related performance demands.
Both big ideas and core tasks require multiple assessment
measures to ensure student understanding and knowledge
transferability

Elements of Effective Instructional Design

Understanding by Design by Wiggins and McTighe
Chapter 4 The Six Facets of Understanding
Students must perform effectively with knowledge
Understanding must be mature and multifaceted
Six facets asks if students
Can explain
Can interpret
Can apply
Have perspective
Can empathize
Have self-knowledge
Facets serve as manifestations of transferability or knowledge
application.

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Elements of Effective Instructional Design

Review Chapter 4 and refer to the Six Facets of
Understanding that includes specific examples included in
Week 3 course space
Week 4 Standards-based instruction and assessment
Midterm study sheet available; Midterm due end of Week 6

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