SPECIAL TOPICS 1

Moving Forward
with Backward Design
“A Deeper Look at UbD”
DR. IRENE E. EGUICO
VC - ADMINISTRATION
SKILLS NEEDED IN THE FIELD OF
WORK
1. Critical • Ability to ask
thinking and the right
problem questions
solving
2. Collaboration • Teamwork
and leadership rather than
lone ranger
3. Agility and • Flexibility
adaptability
4. Initiative and • Who can do
Entrepreneuria work without
being told
lism
5. Effective Oral • Fuzzy thinking,
and Written vague
Communication
6. Accessing and • Use critical
Analyzing thinking to
Information interpret the
data
7. Curiosity and • Ask questions
Imagination and are
inquisitive
• Know the trend
8. Digital literacy about
technology
Understanding by Design
Reflection
Point!

What
do we
teach?
Reflection
Point!

Why
do we
teach?
Reflection
Point!

How
do we
teach?
 A Focus on Learning
• Focusing on learning (instead of teaching) can
change everything about the way a school and
its classrooms are run –
*from the way teachers select their subject
matter
*to the way they assess learning
*to the way they respond when students do
not learn
 Critical Questions of Learning
• What do we expect students to learn?
(knowledge, skills, dispositions)
How will we know when they have learned it?
(assessments)
• How will we respond when they don’t learn?
(remediation, etc)
• How will we respond when they already know it?
(enrichment, etc)
 WHAT IS UbD?
1. UbD is a way of thinking purposefully about curricular
planning and school reform, a set of helpful design tools,
and design standards – not a program or recipe.

2. The end goal of UbD is understanding and the ability to

transfer learning – to appropriately connect, make sense of,
and use discrete knowledge and skills in context.
3. Evidence of understanding is revealed through
performance.

4. Educators are coaches of understanding, not mere

purveyors of content or activity.

5. Planning is best done “backward” from the desired

results and the transfer tasks that embody the goals.
6. UbD transforms Content Standards and other goals into
focused learning targets based on “big ideas” and
transfer tasks.

7. UbD reflects a “continous improvement” approach to

design and learning. The results of our curriculum
designs (e.g., assessment results, quality of student
work, degree of learner engagement) may lead to
needed adjustments.
 Traditional Learning Plan
I. Objectives III. Procedure:
a. A. Pre-Activity Mood setting
b.
c. B. Main Activity
d.
C. Post Activity
II. Subject Matter:
IV. Assessment / Evaluation
Materials:
V. Agreement / Assignment
What are the 3 stages of UbD?
Plan learning
Determine experiences and
acceptable STAGE 3 instruction.
evidence.

STAGE 2

STAGE

Identify desired
1
results.
 UbD Template
Stage 1 – Desired Results
Established Goal/s: (Content Standards/BEC)
Enduring Understandings (BIG Transfer Goal/s: I want my
IDEAS) students to learn about... so
The students will understand that in the long run, they will
that: be able to....

Essential Questions:

Knowledge: The students will: Skills: The students will be able

to...
 Stage 1 Identify Desired Results

G
Established TG
Goals Transfer Goals

U Big Ideas
Enduring
Understandings

K
Q Six Facets of Knowledge and
Essential Understanding Skills
S
Questions
 Backward Design: Stage 1
Stage 1 – Desired Results

G Established Goals
U Enduring Understandings
Q Essential Questions
TG Transfer Goals
K S Knowledge and Skill
 Stage 1 – Key Design Elements
English, High School

Stage 1 – Identify Desired Results

Established Goals:
MA Standard 8 – Understanding a Text: Students will identify G
the basic facts and main ideas in a text and use them as the
bases for interpretation.
MA Standard 19 – Writing: Students will write with a clear
focus, coherent organization, and sufficient detail.
MA Standard 20 – Writing: Students will write for different
audiences and purposes.
What understandings are desired?

Students will understand that… U

 Novelists often provide insights about human experience
and inner life through fictional stories.
 Writers persuade and engage their readers through the
use of a variety of stylistic techniques.
 Novels reflect common adolescent experiences and
deep-seated personal problems about growing up and
relating to others.
What essential questions will be considered?

 What is the relationship between fiction and truth? What

Q
truths can best be rendered fictionally?
 Does the author represent adolescence? Is he abnormal,
or are all adolescents “abnormal”? Who is genuine and who
is “phony”?
 How do authors hook and hold readers? How do they
engage you?
 How do writers persuade their readers?
What key knowledge and skills will students acquire as a result of this unit?

Students will know…

K Students will be able to…
 the plot and characters of
Catcher in the Rye.
 various stylistic techniques
that J.D. Salinger
employed.
 the steps in the writing
process.
 persuasive writing
techniques
S
 apply strategies for interpretive
reading.
 develop a well-reasoned
hypothesis through a close
reading of a text.
 apply the writing process to
produce a draft and a revision of
a persuasive written product.
 reflect on their comprehension
of a text, and consider their own
misunderstandings.
 Drafting a Design from Big Ideas
Reading
Established Goals:
Established Goals:
Students will read and respond in individual , literal and critical, and evaluative ways to literary,
informational, and persuasive texts; describe the text by giving an initial reaction to the text
Students will read and respond in individual , literal and
and explaining its general content and purpose; and generate questions before, during and
critical,
after reading, and
writing,evaluative
listening, and viewing.ways to literary, informational,
Understandings: -CTEssential
Language Arts Standard
Questions:1 –Reading and Responding
and persuasive texts; describe the text by giving an
initial reaction to the text and
Understandings: Essentialexplaining
Questions: its general
•Reading involves making sense
• Reading involves making sense of the text, not just
•Whatof do good readers do?
the content
text,
decoding the words.and purpose; and •generate
not just decoding •Why
the words. do
Why do writers
questions
• What do good readers do?
and
writers and speakers speakers
mean
before,
something other
• Sometimes authors convey their ideas indirectly
during
•Sometimes
and and
the learner must infer after reading,
authors conveymean
their meanings. writing,
theirHowsomething listening,
than what they write or say?
betweenother andthan
interests.
indirectly and theBig
• Friends are trusted people who look out for our
ideasviewing. learner
• True friendship is often revealed in times of trouble.
Ideas:
what
•

must
do we read

they write or say?

the lines?
• Who are my true friends, and how do I know?

infer their meanings.

-CT Language Arts Standard •How do we read
1 –Reading and between
Responding the
•Friends are trusted •Reading
people Biglines?
who look
for meaning
Ideas:
out for our interests.•Indirect •Who
•Reading are my true friends, and
expression
for meaning

•True friendship is often •Indirect expression

revealed
how doinI know?
times of trouble.
•True •True friends
friends vs. acquaintances
vs. acquaintances
•Fair-weather friends

•Fair-weather friends
 Drafting a Design from a Big ideas
Statistics
Established Goals:
Established Goals:
All students will connect mathematics to other learning by understanding the interrelationships
of mathematical ideas and the roles that mathematics and mathematical modeling play in
All students will connect mathematics to other
other disciplines and in life.

learning by understanding the -NJ Mathematics Standard 3

Understandings: Essential Questions:
interrelationships of mathematical ideas and
Understandings:

•
the roles
• Statistics can that mathematics
represent andthemathematical
or • What are limits of
Statistics can represent or model complex
Essential Questions:

• What are the limits of mathematical representation and

model complexplay
modeling
phenomena phenomena
in other disciplines
mathematical and in life.
representation
Big Ideas:
modeling?
• Statistics can be manipulated to obscure the truth. • What mathematical methods provide the “fairest”
• Statistics can be manipulated•and
• to modeling?
There are various mathematical means for reaching
“fair” decisions.
rankings?
What is “average”?
obscure the truth. • •What mathematical methods
How can mathematics help us decide (e.g., in grading,
voting, ranking)?
• Central Tendency
• There are various mathematical provide the “fairest” rankings?
• Mathematical -NJ
means for reaching “fair”Big•Ideas:
Mathematics
representation and Standard 3
What is “average”?
decisions. modeling
• How can mathematics help us
• Fairness •Central Tendency
•Mathematical (Mathematical)
decide
representation (e.g., in grading,
and modeling
• Judging
•Fairness (Mathematical)
and
•Judging rankingranking)?
andvoting,
ranking
 Concept Attainment for Framing Enduring
Understandings
Part 1 – Examine the following examples to determine the common characteristics of
Properly Framed
effectively framed enduring understandings.
The student willFramed
Properly understand that… Improperly Framed
Improperly Framed
The student will understand that...
The student will understand that…
1. In The a free-market economy, price is a function of supply and
1. In a free-marketstudent
economy, price iswill understand
a function of supply and that...
6. That the price of long-distance phone calls has declined

2.
demand.
demand.
True friendship is revealed during difficult times, not happy 7.
during the past decade.
True friendship.
2. True
times. 6. The
friendshipprice of
is long-distance
revealed phone
during difficult callsmean,
8. How to calculate has
times, declined
median,
not happy
and mode.
3. Statistical analysis and data display often reveal patterns 9. That the should not cup their hands when swimming the
times.
that may not during
be obvious. the past decade. freestyle.
4. The most effective stroke mechanics swimming involve 10. DNA
pushing
5. 3.The
7. theTrue
Statistical friendship.
maximum amount
analysis
interaction of heredity
of water directly backward.
and experienceand data display often reveal patterns
influences
8. How
behaviour
that may to notcalculate
be obvious. mean, median, and mode.
List common9. That the should not cup their hands when swimming the
4. The
List common most
characteristics
effective
of the properly
stroke
framed examples:
mechanics
characteristics of the properly framed examples: swimming involve
freestyle.
pushing the maximum amount of water directly backward.
5. The 10.interaction
DNA of heredity and experience influences
behaviour
 Part 2 – Use your list of characteristics as criteria to determine
which of the following examples are effectively framed as Enduring
Understandings. Check “yes” or “no” after each example.
YES NO

1. The concept of estimation.

1. The USDA Food Pyramid presents relative, not

absolute, guidelines for a balanced diet

2. Mathematical models simplify reality to enable

useful solutions.

3. How to tell time

4. The cause and effects of the Civil War.

5. That the Magna Carta was assigned on June 15,

1215.
 Enduring Understandings
Samples Assigned By Subject
Literature
Literature
• Novelists often provide insights about human experience through fiction.
• An effective story engages the reader by setting up questions – tensions, mystery, dilemmas, or
• Novelists often provide insights about human
uncertainty.
• Everybody is entitled to an opinion about what the next supports some interpretations more
experience through fiction.
that others.
Foreign Language
•Art An effective story engages the reader by setting up
• questions
ForeignThe topography,
Language
– tensions, climate,
mystery,and natural
dilemmas, resources
or of a
uncertainty.
•• The The greatest
topography, climate,artists often
and natural resourcesbreak established
of a region traditions
influence the culture, economy and
region influence
inhabitants. the culture, economy and lifestyle of
•• AlEverybody
lifestyle
and of lists
techniques is entitled
to betterto anexpress
opinion about
what theywhat seethe andnext
lists inhabitants.
maps distort Earth’s representation of area, shape, distance, and direction.
supports
feel. some interpretations more that others.
• Al maps distort Earth’s representation of area, shape,
• Available
Art
tools, techniques, and resources influence
• The distance, and direction.
greatest artists often break with established traditions and techniques to better express
artistic
what they seeexpression.
and feel.
• Available tools, techniques, and resources influence artistic expression.
•• Great
Great art addresses
art addresses universal themesuniversal themes of human
of human existence.
existence.
 Enduring Understandings
Samples Assigned By Subject
Reading/ Language Arts
Reading/ Language Arts
• • Effective readersreaders
Effective use specificuse
strategies to helpstrategies
specific them better understand
to help the text e.g.,
them using
better
context clues, questioning the author, predicting what will come next, rereading, summarizing).
understand
• Writing
Different the(e.g.,
types of texts text e.g., mystery,
narrative, using biography,
contextexpository,
clues, questioning
persuasive) have the
author,
different predicting what will come next, rereading,
structures.
• • Understanding
Audiencea text’s andstructure
purpose helps(e.g.,
a readertobetter
inform, persuade,
understand entertain)
its meaning.
summarizing).
influence the use of literary techniques (e.g., style, tone, word
• Different types of texts (e.g., narrative, mystery, biography,
choice)
Writing
expository, persuasive) have different structures.
• Writers do not always say what they mean. Indirect forms of
• Understanding a text’s structure helps a reader better
expression
• Audience (e.g.,
and purpose satire,
(e.g., to inform,irony) require
persuade, readers
entertain) to use
influence the read between
of literary
understand
techniques (e.g.,
its meaning.
the lines tostyle,
findtone,
the word choice)
intended meaning.
• Writers do not always say what they mean. Indirect forms of expression (e.g., satire, irony)
• require
Punctuation
readers to readmarks
between andthe grammar
lines to find therules
intendedaremeaning.
like highway signs
• Punctuation
and traffic markssignals.
and grammar Theyrulesguide readers
are like highway through
signs and traffic the text
signals. Theyto help
guide
readers through the text to help avoid confusion.
avoid confusion.
 An Enduring Understanding….
(description)
 Involves the Big Ideas that give meaning and importance to
facts.
 Can transfer to other topics, fields, and adult life.
 Is usually not obvious, often counterintuitive, and easily
misunderstood.
 May provide a conceptual foundation for basic skills.
 Is deliberately framed as a generalization-the “moral of the
story.”
 Tips on Framing Understandings

• Avoid the phrase,

“Students will understand how to…”
 Concept Attainment Essential Questions
Part 1 – Examine the following examples and non examples to determine the common
characteristics Essential Questions. List these in the box below.

Essential Questions Nonessential Questions

Nonessential Questions
1. How are “form” and “function” related 7. How many legs does a spider have? How does
7. How many legs does a spideranhave?
in biology? elephantHow does an elephant
use its trunk?
2. How do effective writers hook and Essential
hold Questions
8. What is the foreshadowing? Can you find an
use
their readers? its trunk? example of forshadowing in the story?
8. What
3. Who “wins “ and whois the foreshadowing?
“loses” when Canis the
9. What you findmeaning
original an example
of the term of
1. How are
technologies “form” and “function” related
change? in (from
“technology” biology?
its Greek root, techne) ?
4. Should it beforeshadowing in the story?
axiom if it is not obvious? 10. By what axioms are we able to prove the
2. How do effective writers hook and hold their
Pythagorean readers?
theorem?
9. What is
5. What distinguishes theforeigners
fluent original meaning of the term “technology”
3.
fromWho
native “wins
speakers?“ and who “loses” when technologies
11. What are some French change?
colloquialisms?
(from its Greek
6. How would life be different if we root, techne)
12. ?
How many minutes are in an hour? How many
4. Should it be axiom if it is not obvious? hours are in a day?
couldn’t10. By what axioms are we able to prove the Pythagorean
measure time?
5. What distinguishes fluent foreigners from native speakers?
List commontheorem?
characteristics Essential
6. How would life be
List common characteristics different
Essential if we questions:
questions: couldn’t measure time?
11. What are some French colloquialisms?
12. How many minutes are in an hour? How many hours are
in a day?
 Part 2 – Use your list of characteristics as criteria to determine
which of the following are Essential Questions. Check “yes” or “no”
alter each example. YES NO

13. What is the relationship between popularity and

greatness in literature?

14. When was the Magna Carta signed?

15. Crustaceans – what’s up with that?

16. Who among the presidents of the United States has the
most disappointing legacy?

17. When is an equation linear?

18. To what extent are common sense and science related?

Refine your list of key characteristics of Essential Questions?

 Essential Questions -Samples
Arts (visual and performing)
• Where do artists get their ideas?
• How does art reflect, as well as shape, culture?
Culinary Arts
• When is it ok to deviate from the recipe?
• What makes a safe kitchen?
Foreign Language
• What distinguishes a fluent foreigner from a native speaker?
• What can we learn about our own language and culture from
studying another?
Health
• What is healthful living?
• How can a diet be healthy for one person and not another?
 Essential Questions -Samples
Literature
• What makes a great book?
• Can fiction reveal truth? Should a story teach you something?

Reading
• What makes a great story?
• How do you read between the lines?
• Why do we punctuate? What if we didn’t use punctuation marks?

Writing
• Why write?
• How do effective writers hook and hold their readers?
• What is a complete thought?
 Essential questions


(description)

Have no simple ‘right” answer; they are meant to be argued.

 Are designed to provoke and sustain student inquiry, while

focusing learning and final performance.

 Often address the conceptual or philosophical foundations of a


discipline.

Raise other important questions.



Naturally and appropriately recur.

Stimulate vital, ongoing rethinking of big ideas, assumptions,

and prior lessons
 Tips for Using Essential Questions

1. Organize programs , courses, units of study, and

lessons around the questions. Make the
“content” answer the questions.
2. Select or design assessment tasks (up front) that
are explicitly linked to the questions. The task
and performance standards should clarify what
acceptable pursuit of, and answers to, the
questions actually looks like.
3. Use a reasonable number of questions per unit
(two to five). Make less be more. Prioritize content
for students to make the work clearly focus on a
few key questions.

4. Frame the questions in “kid language” as needed

to make them more accessible. Edit the questions
to make them as engaging and provocative as
possible for the age group.
 Tips cont..
5. Ensure that every student understands the
questions and sees their value. Conduct a
survey or informational check, as necessary,
to ensure this understanding and
recognition.
6. Derive and design specific concrete
exploratory activities and inquiries for each
questions.
7. Sequence the questions so that they
naturally lead from one to another.
8. Post the essential questions in the classroom
and encourage students to organize
notebooks around them to make clear their
importance for study and note taking.
9. Help students to personalize the questions.
Have them share examples, personal stories,
and hunches. Encourage them to bring in
clippings and artifacts to make the questions
come alive.
10. Allot sufficient time for “unpacking” the
questions – examining subquestions and
probing implications- mindful of student age,
experience, and other instructional
obligations.

Use questions and concept maps to show

relatedness of questions.
11. Share your questions with other faculty to make
planning and teaching for cross-subject matter
coherence more likely.
Encourage ideas to promote overarching questions
schoolwide – ask teachers to post their questions in
the faculty room and in department meeting and
planning areas.

Type and circulate questions in the faculty bulletin.

Present and discuss questions at faculty and P.T.S.A.
meetings.
 UbD Template
Stage 1 – Desired Results
Established Goal/s: (Content Standards/BEC)
Enduring Understandings (BIG Transfer Goal/s:
IDEAS) I want my students to learn
The students will understand about... so that in the long run,
that... they will be able to...

Essential Questions:

Knowledge: Skills:
The students will know... The students will be able to...
 UbD Template
Stage 2 – Assessment Evidence
Performan Rubrics: Other Rubrics:
ce tasks: Evidence:
Stage 2 Determine Acceptable Evidence

T “Think Like OE
Performance
Tasks
an Assessor” Other Evidence

Six Facets of
Understanding
R SA

Rubrics Self-
Assessment
GRASPS
 Stage 2 – Assessment Evidence
1. The focus in STAGE 2 is “valid evidence” – making sure
that what we assess follows logically from or (aligns
with) with all decisions made in STAGE 1.
2. Assessing for understanding requires evidence of the
students’ ability to insightfully explain or interpret their
learning – to “show their work” and to “justify” or
“support” their performance/ product with commentary.
3. Assessing for understanding also requires evidence of
the students’ ability to apply their learning in new,
varied, and realistic situations – “doing’ the subject in a
situation (transfer) as opposed to merely answering pat
questions out of context.
 Stage 2
Performance Task(s):
 provide evidence of
understanding because we have
to see if the learners can apply
and adapt their learning to
various problems, situations,
and contexts.
 should be as faithful as possible
to real-world contexts,
demands, messiness,
audiences, and purposes
Other Evidence -
 is non-performance-
based evidence
collected to assess
various Desired
Results of Stage 1
 is the place to
identify conventional
tests, quizzes, and
assignments that
round out the
assessment picture
od Stage 1.
Performance Task(s): Other Evidence -
 should be written in the GRASPS  can overlap the
format to make assessment tasks performance-
more authentic and engaging based evidence,
 must be assessed using valid criteria thereby
and indicators, reflective of not only increasing the
quality performance but related to reliability of the
the Desired Results of Stage 1. overall
assessment
 reflect the 6 Facets of (especially if the
understanding: explanation, performance task
interpretation, application, was done as a
perspective, empathy, and self- group)
understanding

Cont. Stage 2
Facet 1 - EXPLANATION

Facet 2 - INTERPRETATION

Facet 3 - APPLICATION

Facet 4 - PERSPECTIVE

Facet 5 – EMPATHY

Facet 6 – SELF- KNOWLEDGE

Facet 1 - EXPLANATION

 Explanation:

 Facet 1 involves the kind of understanding that emerges

from a well developed and supported theory, an explanation
that makes sense of puzzling or opaque phenomena, data,
feelings, or ideas.
It is understanding revealed through performance and
products that clearly, thoroughly, and instructively
explain how things work, what they imply, where they
connect, and why they happen.

Understanding is thus not mere knowledge of facts but

knowledge of why and how.
For example:

 We know that the Civil War happened, and

we can perhaps cite a full chronology. But
why did it happen?

 We may know that different objects fall to

the ground with apparent uniformity of
acceleration. But how is that so? Why
does mass not make a difference in
acceleration?
 To understand in this sense is to connect
facts and ideas-often seemingly odd,
counterintuitive, or contradictory facts and
ideas-into a theory that works.
 As Dewey (1933) explained, to understand
something “is to see it in its relations to
other things: to note how it operates or
functions, what consequences follow from
it, and what causes it”.
 Understandings in this sense thus go
beyond true or borrowed opinions (mere
right answers) to warranted opinions – a
student’s ability to explain an answer so
that he/she can justify how he/she arrives at
that answer and why it is right.
• We c a ll u p o n s u c h stu d e n ts to r e v e a l th e ir
u n d e r s ta n d in g b y u s in g su c h v e r b s a s expla in ,
justify, gen e r a lize , pre dict, suppo r t, ver ify, pro ve , a n d
subs ta n tia te .

• T h u s , a stu d e n t w h o c a n e x p la in w h y ste a m ,
w a te r , a n d ic e th o u g h su p e r fic ia lly d iffe r e n t, a r e
th e sa m e c h e m ic a l su b s ta n c e h a s a b e tte r
u n d e r s ta n d in g o f w a te r (H20) th a n s o m e o n e w h o
c a n n o t.

• Re g a r d le s s o f th e su b j e c t m a tte r /c o n te n t o r th e
a g e o r th e so p h is tic a tio n o f th e stu d e n t, w h e n th e
s tu d e n t u n d e r s ta n d s in th e se n s e o f FA CET 1, th a t
s tu d e n t h a s th e a b ility to “ s h o w h is /h e r w o r k :
e x p la in w h y a n a n s w e r is r ig h t o r w r o n g , g iv e
v a lid e v id e n c e a n d a r g u m e n t fo r a v ie w , a n d
d e fe n d th a t v ie w a g a in s t o th e r v ie w s , if n e e d e d
 T h e im p lic a tio n s fo r a s s e s s m e n t a r e
s tr a ig h tfo r w a r d - u s e o f a s s e s s m e n ts
(e .g ., p e r fo r m a n c e ta s k s , p r o j e c ts ,
p r o m p ts , a n d te s ts )

th a t a s k s tu d e n ts to e x p la in , n o t s im p ly
r e c a ll, to lin k fa c ts w ith la r g e r id e a s a n d
j u s tify th e c o n n e c tio n s , to s h o w th e ir
w o r k , n o t j u s t g iv e a n a n s w e r, a n d to
s u p p o r t th e ir c o n c lu s io n s .
Facet 2 - INTERPRETATION
 Interpretation: interpretations, narratives/stories,
and translations that provide meaning

 The object of interpretation is understanding, not

explanation, hence, an interpretation could be
relative.

 Understanding occurs when we organize essentially

contestable but “incompletely verifiable
propositions in a disciplined way” (Bruner, 1996).
Meaning Transforms Understanding

 The meanings we ascribe to all events, big

and small, transform our understanding
and perception of particular facts.

 The student possessing this understanding

can show an event’s significance, reveal an
idea’s importance, or provide an
interpretation that strikes a deep chord of
significance and resonance.
“Meaning is in the eye
of the beholder.”
 Consider how differently a mother, a
police officer, or an adolescent in a foster
home might perceive the same
newspaper account of severe child abuse.

 Social workers and psychologists might

well have an accepted theory of child
abuse in the sense of FACET 1.
 Butthe meaning of the event,
hence an understanding of it may
have little to do with the theory;
the theory may be only a
scientific account with no
bearing, for example, on the
abused person’s view of the
event.
How do you interpret the effect of
Typhoon Yolanda to the
Filipinos?
 Explanationandinterpretationarethusrelatedbut different.

 A jurytryingtounderstandacaseofchildabuseseekssignificance
andintent, not generalizationsfromtheoretical science.

 Thetheorist buildsobjectiveandgeneralknowledgeabout the

phenomenoncalledabuse.

 But thenovelist or journalistmayoffer asmuchormoreinsight

intothe“why”.
 We may know the relevant
facts and theoretical
principles, but we can and
must still always ask:
What does it all mean to me,
to us?
 When we say that students must
make their own meaning, we mean
that it is counterproductive to hand
students prepackaged “significance”
or “interpretations” without letting
them work through the problem to
where they see the explanations and
interpretations as valid.
Facet 3 - APPLICATION

 Application: ability to use knowledge

effectively in new situations

 Understanding involves matching one’s idea or

action to context.

 We show our understanding of something by

using it, adapting it, and customizing it.
 Application of understanding is thus context-
dependent skill, requiring the use of new
problems and diverse situations.

 As Bloom (1956) and his colleagues long ago

argued:
If the situations... are to involve application as
we are defining it here, then they must either be
situations new to the student or situations
containing new elements as compared to
previous situations....
 As Gardner (1991) argued:

 The test of understanding involves neither

repetition nor information learned nor
performance of practices mastered. Rather it
involves the appropriate application of concepts
and principles to questions or problems that are
newly posted.
 Whereas short-answer tests and oral responses in
classes can provide clues to student
understanding, it is generally necessary to look
more deeply... For these purposes, new and
unfamiliar problems, followed by open-ended
clinical interviews or careful observations, provide
the best way of establishing the degree of
understanding....
Facet 4 - PERSPECTIVE

 Perspective: critical and rightful points of

view
 An important symptom of an emerging
understanding is the capacity to
represent a problem in a number of
ways and to approach its solution from
varied vantage points; a single, rigid
representation is unlikely to suffice.
We ask questions like...
 From whose point of view?
 From which vantage point?
 What is assumed or tacit that needs to be
made explicit and considered?
 What is justified and warranted?
 Is there adequate evidence?
 Is it reasonable?
 What are the strengths and weaknesses of
the idea? Is it plausible? What are its limits?
 So what?
 Perspective involves making tacit
assumptions and implications explicit.
 It is often revealed through an ability to ask,
“What of it?” –and to see an answer or even
a teacher’s or textbook’s answer- as a
point of view.
 This type of perspective is a powerful form
of insight, because by shifting perspectives
and casting familiar ideas in a new light, one
can create new theories, stories, and
applications.
Facet 5 – EMPATHY
 Empathy: the ability to get inside another
person’s feelings and worldview.
 It is the ability to walk in another’s shoes,
to escape one’s emotional reactions to
grasp another’s.
 When we try to understand another
person, people or culture we strive for
empathy. It is simply an affective response
or sympathy.
We can ask questions like...
 How does it seem to you?
 What do they see that I don’t?
 What do I need to expereince if I am to
understand?
 What was the artist or performer feeling,
seeing, and trying to make me feel and
see?
 Empathy is a learned ability to grasp the
world from someone else’s point of view.
 It is the discipline of using one’s
imagination to see and feel as others see
and feel.
 With empathy, we see from inside the
person’s worldview; we embrace the
insights that can be found in the
subjective or aesthetic realm.
Facet 6 – SELF- KNOWLEDGE

 Self-knowledge is the wisdom to know one’s

patterns of thought and action.
 We can ask questions like:
- How does who I am shape my views?
- What are the limits of my
understanding?
- What are my blindspots?
- What am I prone to misunderstand
because of prejudice, habit, or style?
 In our daily life, our capacity to accurately
self-assess and self-regulate reflects
understanding.
 Metacognition refers to self-knowledge
about how we think and why, and the
relation between our preferred methods
of learning and our understanding (or lack
of it).
 The immature mind is thus not merely
ignorant or unskilled but unreflective.
What is the key idea in _____________________________?
What are the examples of ____________________________?
What are the characteristics and parts of ______________?
What caused _________? What are the effects of ________?
How might we prove, confirm, justify __________________?
How is ___________, connected to ____________________?
What might happen if _______________________________?
What are common misconceptions about ______________?
How is this come about? Why is this so?
What is the meaning of __________________________?

What are the implications of _________________________?

What does ______________reveal about _______________?

How is ______________like _____________(analogy or metaphor)?

How does _________________________ relate to me or us?

So what? Why does it matter?

How is ____________________ applied in the larger world?

How might ______________ help us to _______________?

How could we use ____________ to overcome __________?

How when can we use this (knowledge or process)?

What are different points of view about ________________?

How might this look from _____________’s perspective?

How is ____________ similar t or different from ________?

What are other possible reactions to _______________?

What are the strengths and weaknesses of _____________?

What are the limits of _____________________?

What is the evidence for _________________________?

Is the evidence reliable? sufficient?

What would it be like to walk’s in another’s shoes?

How might ____________ feel about ________?

How might we reach an understanding about _____________?

What was ________________ trying to make us feel and see?

How do I know _________________________?

What are the limits of my knowledge about _____?

What are my “blind spots” about ____________?

How can I best show _________________________?

How are my views about ___________ shaped by _______

(experiences, habits prejudices, style)?

What are my strengths and weaknesses in ______?

Samples by Subject
 Self-Knowledge
Explain Interpret Apply Perspective Empathy Self-
Respond to writing prompts: “Do I know who my
Knowledge
“Who are your
true friends?
Interpret
“Spring” in
true friends
for a “true
are?”
Place an order How do others
view me as a
Write an
essay or
Respond to
writing
Who are your Frog and Toad friend” from an friend? journal entry prompts: “Do I
fair-weather are Friends. imaginary on why some know who my
friends?” What does mail-order kids always true friends
this episode friendship get picked are?”
reveal about
friendship? Apply
store.
Explain
on and what
it feels like to
Empathy be those
Perspective
Interpret
Place an order for a “true friend” from an
kids.

“Who areessay
Write an yourortrue friends?
journal Who
entry on why are
some
kids imaginary
Interpret
always
your get mail-order
“Spring”
picked in
on
fair-weather andfriendship
Frog
How do others view me as a friend?and
what Toad
it
friends?” store.
feels are
like to
Friends. Whatbedoes
thosethis episode reveal
kids.
about friendship?
 Explain Interpret Apply Perspective Empathy Self-
Knowledge
Develop a Assume the Build a working AC or DC? Create an
troubleshoot-
ing guide for
an electric
Empathy
Interpret
Perspective
Explain
Apply
role of an
electrical
subcontractor:
set of switches
for a model
railroad layout.
Argue the merits

current for
imaginary
of each type of diary entry: “A
day in the life

Assume
Create the
circuit system.

AC or DC? an role of an
imaginary
interpret and

Argue the electrical

diary
merits of
various users. of an

Build
Developa working
a set
troubleshooting
subcontractor:
of
analyze the
writing
interpret and
drawings for
switches
guide for
analyze
electron.”

each
entry:
for a
an type
“A
model of
day
electric current
in the
railroad for
building a
circuit various
life of
layout.
system. an
the writing drawings for building a
house.

users.
electron.”
house.
 Explain Interpret Apply Perspective Empathy Self-
Knowledge
Study a Do a trend Develop a Examine the Read Flatland Develop a
common
phenomenon
Self-Knowledge
Empathy
analysis of a
Perspective
Apply
Explain
finite data set.
new statistic
for evaluating
differences
when using
and a set of
letters
mathematical
resume with a
(e.g., weather Interpret the value of a various
between
brief

Develop a mathematical resume

mathematician
Read Flatland
data). Reveal
and a set of letters between
baseball measures (e.g., description of
Examine the differences when
s explaining

Study a
Develop
subtle and
common
mathematicians
easily a new phenomenon
statistic
explaining why for
player in key

they fear
situations.
mean, median)
for calculating
why they fear
publishing their
your
intellectual
with
Do a
using a
overlooked
(e.g., brief
trend
various
weather description
analysis
measures
data). of
Reveal of
a your
finite
(e.g.,
subtle
grades. findings; write strengths and

evaluating
patterns in the
publishing thefindings;
their value of a abaseball
write reflective
a reflective
essay on the
weaknesses.

intellectual strengths and

data.
difficulty of

and easily
mean,
essay player
on the data
in keyset.
overlooked
median)
difficultyfor patternsnew
calculating
situations.
of explaining in explaining new
ideas, even

ideas,weaknesses.
abstract ones.

the
even abstract ones.
data.
grades.
 Explain Interpret Apply Perspective Empathy Self-
Knowledge
Describe why “What’s wrong What makes a Read and Work is a Attach s self-
a particular
rhetorical
technique is
Empathy
with Holden?”
Self-Knowledge
Perspective
Interpret
Explain
Apply
Make sense of
the main
great book?
Make an
audiotape
discuss The
Real STORY
OF THE Three
soup kitchen, assessment to
and write an
essay on the
each paper
you write

Work is sawrong
soup with
kitchen, and towrite an
effective in a character in review of a Little Pigs by A. experiences reflecting on

Attach
“What’s
speech.

What makes
Describe self-assessment
whyaagreat
Holden?”
book?
particular each
Make
Catcher in the favorite book

Make
rhetorical
Wolf. of the your writing

Read and discuss The Real STORY

Rye. for the school homeless process.

essay
sense
paper you on
of the
the
write experiences
main character
reflecting of
on the
library.
in
your
after reading
Charles

OF technique
anhomeless
audiotape
THE Three is effective
review
Little in
Pigsofa speech.
a
by favorite
A. Wolf. Dickens.

after
Catcher
writing inreading
the
process.Rye.Charles
book for the school
Dickens. library.
 Explain Interpret Apply Perspective Empathy Self-
Knowledge
Explain the Represent Write and Critique three Imagine you Keep log of
role of silence fear and hope perform a different are Juliet the drama
in music Empathy
Perspective
Self-Knowledge
in a visual
Applyone-act play versions of the from Romeo class
Interpret
Explain
collage or on a school same Shake- and Juliet, exercises that

Imagine you are Juliet from Romeo and

dance. issue. speare play and consider demand the

Keep
Critique threelogdifferent
of theversions
drama class
of the same
(focus on a key
scene)
your terrible,
final act.
most from you
emotionally.
Write and
Juliet,
Explain and
Represent the perform
consider
role
fear a silence
of
and one-act
your
hope play
in
in onfinal
terrible,
music
a a
visual What are

Shakespeare
exercises that demand the
play (focus on
school issue. most
a key from
scene) you thinking

act. What are you thinking

or dance.and feeling.
and feeling.
collage
you emotionally.
 Explain Interpret Apply Perspective Empathy Self-
Knowledge
Link everyday Take readings Perform a Conduct Read and Propose
actions and of pond water chemical thought discuss pre- solutions to an
facts to the
laws of Self-Knowledge
to determine
Empathy
Explain
Interpret
Apply
Perspective
whether the
analysis of
local stream
experiments
(e.g.,
modern or
discredited
ineffective
cooperative
physics, algae problem water to Einstien’s- scientific learning
Read and
Propose discuss pre-modern
solutions to an or discredited
ineffective
Perform
Take athought
concentrating
Conduct
on easily chemical
Link readings
everyday of analysis
pond
actions andwater
is serious.
experiments facts oftoto
monitor EPA
(e.g.,
compliance , local stream
determine
the laws of
What would the
Einstien’s-
world be like if I
writings to
identify
activity based
on what didn’t
scientific writings to identify plausible or “logical”
cooperative
physics,
misunderstoo
water
What would
whether to
d aspects learning
concentrating
monitor
the
the world
algaebeactivity
EPAon if I based
easily
compliance
like
problem were
findings. is on
, whaton
misunderstood
and present were traveling
and
traveling
serious.
on a beam of
plausible or
“logical”
work in your
group.
theories (given the information available at the
aspects
(e.g., mass
compared to (e.g.,
didn’t mass
awork
beam
present incompared
your
of to weight).
group.
light?
findings.
light? theories
(given the
weight). time). information
available at
the time).
Consider the following verbs when planning possible
ways in which students may demonstrate their
understanding.
explain interpret apply
demonstrate
derive analogies (create) adapt
describe critique build
design document create
exhibit evaluate debug
express illustrate decide
induce judge design
instruct make meaning of exhibit
justify make sense of invent
model metaphors (provide) perform
predict read between the produce
lines propose
prove
represent solve
show
tell a story of test
synthesize
translate use
teach
perspective empathy self-knowledge
analyze assume role of be aware of
argue believe realize
compare be like recognize
contrast be open to reflect
criticize consider self-assess
infer imagine
relate
role-play
 Explanation
•Explain to the class
how a battery •Design an electrical
•Interpret a causes a light bulb circuit to accomplish
to glow. a specific task.
schematic
•Troubleshoot a
diagram and faulty electrical
predict the circuit.
outcome
Electricity
•Why does the
•Describe an United States use AC
electron’s experience instead of DC
as it passes through a current? (historical
simple current. •Give a pre-test and a post-test to perspective)
assess common misconceptions •What are the
(e.g., force-concept inventory) and strengths of each
have students reflect on their type?
deepening understanding.

Self-Knowledge
 Alignment: The Logic of Backward Design
(What do the understandings imply for assessment?)
Friendship –Elementary School

Stage 1 Stage 2
If the desired Then, you need So, the assessments
result is for evidence of the need to include
learners to … student’s ability some things like…
to …
Understand that U APPLY: T OE
•Friendship What applications •Order a friend:
demands honesty would enable us to Order a “true”
and openness. infer students’ friend over the
understanding of what phone from a
they have learned? friendship catalog.
What qualities
should your friend
have?
 Stage 1 Stage 2
If the desired result Then, you need So, the assessments
is for learners to … evidence of the need to include
student’s ability some things like…
to …
APPLY:
•True friendship What kinds of •Dear Abby: Give
U T OE

is often revealed performances and advice in case

during hard products, if done where a child told
times, not apply well, would provide a white a lie to
times. valid ways of avoid
•It is sometimes distinguishing embarrassing his
hard to know between friend.
who your true understanding and
friends really mere recall?
are.
 Stage 1 Stage 2
If the desired result Then, you need So, the assessments
is for learners to … evidence of the need to include some
student’s ability things like…
to …
And thoughtfully EXPLAIN: •Develop an
consider the What must students informative brochure
questions... be able to explain, for younger students
•Who is a true justify, support, or to help them know
friend? answer about their who their true
•What make s a work for us to infer friends are.
friendship last? genuine •Create a comic strip
understanding? or book to illustrate
friendship actions.
 Stage 1 Stage 2
If the desired Then, you need So, the assessments
result is for evidence of the need to include
learners to … student’s ability some things like…
to …
•Tell or draw a
How can we test story showing
their ideas and what happens
applications to when two friends
find out if they don’t see eye-to-
really understand eye.
what they have •Explain your
said and done? choices to the
salesperson (for
the order-a-friend
task)
 Stage 2
Then, you need evidence So, the assessments need to include
of the student’s ability some things like…
to …
•Explain who your friends are
and why they are your friends.

•Describe the qualities of a true

friend. Justify the qualities you
selected.

•Respond to quotes about

friendship, e.g., “A friend in need
is a friend indeed.” “The enemy
of my enemy is my friend.”
Goal
The goal (within the scenario) is to minimize costs for shipping
bulk quantities of M&M’S.
Role
You are an engineer in the packaging department of the M&M’S
candy company.
Audience
The target audience is non- engineer company executives.
Situation:
You need to convince penny-pinching company officers that your
container design will provide cost-effective use of the given
materials, maximize shipping volume of bulk quantities of
M&M’S, and be safe to transport.
Production Performance and Purpose:
You need to design a shipping container from given materials for
the safe and cost-effective shipping of the M&M’S. Then you will
prepare a written proposal in which you include a diagram and
show mathematically how your container design provides effective
use of the given materials and maximizes the shipping volume of
the M&M’S.
Standards and Criteia for Success:
Your container proposal should...
Provide cost-effective use of the given materials.
Maximize shipping volume of bulk quantities of M&M’S.
Be safe to transport.
Your models must make the mathematical case.
 STAGE I
Enduring Understanding: Transfer Goal:
The students will I want my students to
understand that humans and learn about animals so that
animals co-exist they will be able to live
harmoniously with them
Essentials Questions:
1. How would the world be if humans and animals do not
co-exist?
2. Can humans and animals survive without each other?
Knowledge Skills

The students will know The students will be able

•Different habitats of to
animals •observe the relationship
•Needs of animals between humans and
•Useful and harmful animals animals
•match animals with their
habitat
•classify different kinds of
animals
 STAGE 1 STAGE 2
Enduring ON THE LEVEL OF ON THE LEVEL OF
Understanding: UNDERSTANDING PERFORMANCE
EXPLAIN •Complete the
The students Describe the semantic web on
will understand distinct humans and
that humans characteristics of animals
and animals co- humans and
exist animals Humans
EMPHATY
Assume the role Create diary
of an animal , If you entries
were an animal for
a day what would
you do?
 STAGE 1 STAGE 2
Enduring SELF KNOWLEDGE
Understanding: Realize the Make a collage
importance of showing your
The students harmonious relationship with
will understand relationship animals
that humans between humans
and animals co- and animals
exist
PERSPECTIVE Complete a Venn
Compare and Diagram
contrast the lives
of humans and
animals
 STAGE 1 STAGE 2
Enduring APPLICATION
Understanding: Design a diorama In groups make a
that will show diorama
The students humans and
will understand animals living
that humans harmoniously
and animals co- INTERPRETATION
exist Observe an Keep an anecdotal
animal for a day record of your pet
and record your
observations
 STAGE 1 STAGE 2
Enduring G- promote love and
Understanding: respect for animals

The students will R- You are a veterinarian

understand that who wants to promote
humans and protection and love for
animals co-exist animals

A- young kids

S- You are at the zoo and

you want to teach kids how
to take care of animals
 STAGE 1 STAGE 2
Enduring P- Slogans that
Understanding: promote love and
respect for animals
The students
will understand S- Criteria for the
that humans slogan
and animals co- - Relevance of
exist content
-Uniqueness and
Creativity
- Artwork/Design
Stage 3 Plan Learning Experiences and
Instruction

W L
Learning Plan
H
Engaging
E and Effective
R Activities
E
Six Facets of
T Understanding
O
1. The focus in STAGE 3 is “aligned” learning activities –
making sure that what you teach and how you teach follows
logically from the STAGE1 goals (instead of from comfort or
habit).
2. Teaching for understanding requires that students be given
numerous carefully-designed opportunities to draw
inferences and make generalizations themselves.
Understandings cannot be handed over, like facts; they
have to be realized by the learner or they have no meaning
and are easily forgotten or misunderstood.
3. WHERETO is an acronym for considering and self-assessing
the key elements and logic of a learning plan:
 WHERE: ensuring that the students see the big
picture, has answers to the Why questions, and
know the final performance demands as soon as
possible
 HOOK: getting the students interested immediately
in the idea and issues of the unit, engaging the
student in thought-provoking experiences/
challenges/ questions at the heart of the unit
 EQUIP& EXPERIENCE: providing the students with
the tools, resources, skills, and information needed
to achieve the desired understanding; experiencing
the big ideas as real important
 RETHINK: taking the unit deeper by shifting perspective,
considering different theories, challenging prior
assumptions, introducing new evidence and ideas, etc. Also:
providing the impetus for and opportunity to revise prior
work or to polish it
 EVALUATE: ensuring that students get diagnostic and
formative feedback, and opportunities to self-assess and
self-adjust
 TAILOR: Personalize the learning through differentiated
assignments and assessments, as appropriate, without
sacrificing rigor/validity
 ORGANIZE: Sequence the work to suit the understanding
goals (thus, often questioning the flow provided by the
textbook, which is typically organized around discrete
topics)
 WHERETO--Sequencing the Learning
Nutrition
What sequence of teaching and learning experiences
will equip students to engage with, develop, and
demonstrate the desired understandings/ use the
following sheet to list the key teaching and learning
activities in sequence. Code each entry which the
appropriate initials of the WHERETO elements.

1. Begin with an entry question (Can the foods you eat

cause zits?) to hook students into considering the
effects of nutrition on their lives. H
2. Introduce the Essential Questions and discuss the
culminating unit performance tasks (Chow Down and
Eating Action Plan). W
3. Note: Key vocabulary terms are introduced as
needed by the various learning activities and
performance tasks.
Students read and discuss relevant selections from
the Health textbook to support the learning activities
and tasks.
As an ongoing activity, students keep a chart of their
daily eating and drinking for later review and
Evaluation. E
 WHERETO--Sequencing the Learning
Nutrition
4. Present concepts attainment lesson on the food
groups. Then have students practice categorizing
pictures of foods accordingly. E
5. Introduce the Food Pyramid and identify foods in
each groups. Students work in groups to develop a
poster of the Food Pyramid containing cut-out-
pictures of foods in each group. Display the posters
in the classroom or hallway.
6. Give quiz on the food groups and Food Pyramid
(matching format). E

7. Review and discuss the nutrition brochure from the

USDA. Discussion question: Must everyone follow the
same diet to be healthy? R
8. Working in cooperative groups, students analyze a
hypothetical family’s diet (deliberately unbalanced) and
make recommendations for improved nutrition. Teacher
observes and coaches students as they work. E-2
 WHERETO--Sequencing the Learning
Nutrition
9. Have groups share their diet analyses and discuss as
a class. E,E-2
(Note: Teacher collects and reviews the diet analyses
to look for misunderstanding needing instructional
attention.)
10. Each student designs an illustrated nutrition
brochure to teach younger children about the
importance of good nutrition for healthy living and
the problems associated with poor eating. This
activity is completed outside of the class. E, T
11.Students exchange brochures with members of
their group for a peer assessment based on
criteria list. Allow students to make revisions
based on feedback. R, E-2
12.Show and discuss the video, “Nutrition and You.”
Discuss the health problems linked to poor
eating. E
13. Students listen to, and question, a guest speaker
(nutritionist from the local hospital) about health
problems caused by poor nutrition. E
 WHERETO--Sequencing the Learning
Nutrition
14. Students respond to written prompt: Describe two
health problems that could arise as a result of poor
nutrition and explain what changes in eating could
help to avoid them (These are collected and graded
by teacher.) E-2
15. Teacher models how to read and interpret food
label information on nutritional values. The have the
students practice using donated boxes, can, and
bottles (empty!). E
 WHERETO--Sequencing the Learning
Nutrition
16. Students work independently to develop the three-
day camp menu. Evaluate and give feedback on the
camp menu project. Students self-and peer-assess
their projects using rubrics. E-2, T
17. At the conclusion of the unit, students review their
completed daily eating chart and self-assess the
healthfulness of their eating. Have they noticed
changes? Improvements? Do they notice changes in
how they feel and their appearance? E-2
18. Students develop a personal “eating
action plan” for healthful eating. These
are saved and presented at upcoming
student-involved parent conferences. E-
2, T
19. Conclude the unit with student self-
evaluation regarding their personal eating
habits. Have each student develop a
personal action plan for their “healthful
eating” goal. E-2, T
 Nutrition
MondayMonday Wednesday
Tuesday Tuesday Thursday
Wednesday
WednesdayThursday
Thursday Friday
Friday
Friday
Thursday Friday
Monday
MondayTuesday
Tuesday
1. Hook students with a Wednesday
4. Present concept 6. Present lesson on the 8. Present and discuss 10. Assets and give

1.Hook4. 6. Present
students
Present
13.
habits and zits. 8.
discussion of eating

19. with
14.
Have 20.lesson
10.
Present
concept
Have
15.
Have andondiscuss
a Conclude
Assets
students
Model
students
students
food groups, then the
attainment lesson on
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 Conceptual Framework in English

Functional Literacy for All

Communi- Literary
cative Competence/
Competence Appreciation

Valuing

CBI Context
CALLA Text Based
Genre Based
PTCBL Based

Theory of Learning
Constructivism
Theory of Language Theory of Language
Learning by doing (D)
Linguistics Reflective learning (P) Learning
Philosophy Process - Oriented
Social learning Condition - Oriented
Psychology Learning strategies
Transformative Learning
• The overall goal of the 2010 Secondary Education
Program is to develop a functionally literate Filipino
who can effectively function in various communication
situations.

• A functionally literate individual demonstrates the

following critical competencies:
− to express clearly one’s ideas and feelings orally, in
writing, and non-verbally;
− the ability to learn on his own; the ability to read,
comprehend and respond in turn to ideas
presented;
− the ability to write clearly ones ideas and feelings
and the ability to access, process, and utilize
available basic and multimedia information.
 These competencies comprised the expected outcomes
of 2010 Secondary English Curriculum.
 As indicated in the schematic diagram, the two-fold goal
of this Program is to develop the communicative and the
literary competence/appreciation of the Filipino youth.

 The purpose is to develop the four competencies:

linguistic, sociolinguistic, discourse and strategic with
emphasis on cognitive academic language proficiency
(CALP).

 On the other hand, literary competence is concerned

with general skills needed to meet the communicative
and linguistic demands of the different types of
literature.
Values underscore the significant insights and
universal truths presented in the varied
literary texts.
In addition to the macro-language skills of
listening, speaking, reading and writing the
model highlights the paramount importance of
viewing of multimedia and Internet sources of
information as the means to develop creativity
in transcoding concepts from one medium to
another.
The said language skills do not occur as
separate units but rather as integrated units.
• In the 2010 Secondary Education English Curriculum
(2010 SEC), other inputs have been considered in
response to the paradigm shifts that have taken place.

• These additional inputs mark the difference between

the 2010 SEC and what preceded it.

• The model shows that as far as communicative

competence is concerned, the learning program in the
curriculum focuses on content–based instruction
(CBI) which integrates the learning of language and
the learning of some other content such as Science
and Mathematics where English is used as the medium
of instruction.
• The model, likewise underscores the use of cognitive
academic language learning approach (CALLA)
which takes into consideration the various contexts in
which language is used in the classroom and other
academic settings.
• In addition, the model uses the problem-based, task-
based, and competency-based learning (PTCBL)
approaches in which students collaboratively solve
problems and reflect on their experiences.
• The teachers take on the role as facilitators of
learning.
• The use of text analysis, text-based, context–based
and genre-based approaches to reading literature and
literary appreciation ensures literary competence and
appreciation.
• The underlying theoretical bases of the 2010
SEC include the theory of language, theory
of learning and theory of language learning.

• The theories of language and language

learning are in keeping with the current
pedagogical practice highlighting
constructivism.
 2010 Secondary Education Curriculum

CONCEPT MATRIX Curriculum Document in English

Year Level FIRST YEAR SECOND YEAR THIRD YEAR FOURTH YEAR

Concept Philippine Afro-Asian British- World Literature

Literature Literature American and (including
(including Philippine Philippine
Philippine Literature Literature)
Quarter Literature)

1 Narrative Narrative Narrative Narrative

2 Drama Drama Drama Drama

3 Poetry Poetry Poetry Poetry

4 Essay Essay Essay Essay

 2010 Secondary Education Curriculum
Curriculum Document in English

PERFORMANCE MATRIX
Year Level FIRST YEAR SECOND THIRD YEAR FOURTH
Quarter
YEAR YEAR

1 Storytelling Interactive Short Story One-Minute

Storytelling/ Writing Film/ Movie
Reading Poster
Presentation
2 Drama Playlet Theatrical Presentation
Presentation Presentation Presentation of of Modern
from an an Existing Adaptation of a
Original Script Drama Classic Play

3 Choral Reading Writing a Poetry Slam/ Writing Lyrics

Haiku/Tanka Performance to a Given
Poetry Melody
4 Writing a Descriptive Writing a Writing Critical
Personal/ Essay Writing Persuasive Analysis of a
Reflective Essay Essay Film
Summary: Points to Remember

Understanding by Design
 Helps us to design instruction that promotes
understanding and student engagements;
 Is a recursive process, not a perspective program or
instructional model;
 Looks at instructional design from a “results”
orientation;
 Provides design standards;
 Targets achievement through a “backward design”
process that focuses on assessment first and
relevant instructional activities last;
Summary: Points to Remember
Understanding by Design
 Challenging professional work that requires self-
assessment and reflection concerning classroon practice;
 Is not opposed to content standards or traditional
testing and grading;
 Expects us to establish spirals of learning where students
use and reconsider ideas and skill – vs. A linear scope and
sequence;
 Requires thoughtful reflection upon the use and warrant
of knowledge;
 Asks ‘us to think of curriculum in terms of desired
“performances of understanding” and then “plan
backwards’ to identify needed concepts and skills.
INDICATORS OF TEACHING FOR
UNDERSTANDING

What does “teaching for

understanding” look like?
What would we expect to see in
an Understanding by Design
classroom?
 INDICATORS OF TEACHING FOR UNDERSTANDING
by Jay McTighe and Eliot Seif

THE UNIT OR COURSE DESIGN

 Reflects a coherent design - - big ideas and essential questions
clearly guide the design of, and are aligned with, assessments
and teaching and learning activities.
 Makes clear distinctions between big ideas and essential
questions, and the knowledge and skills necessary for learning
the ideas and answering the questions.
 Uses multiple forms of assessement to let students
demonstrate their understanding in various ways.
 Incorporates instruction and assessment that reflect the six
facets of understanding - - the design provides opportunities
for students to explain, interpret, apply, shift perspective,
emphatize, and self-assess.
 INDICATORS OF TEACHING FOR UNDERSTANDING
by Jay McTighe and Eliot Seif

THE UNIT OR COURSE DESIGN

 Anchors assessment of understanding with authentic

performance tasks calling for students to demonstrate
their understanding and apply knowledge and skills.
 Uses clear criteria and performance standards for teacher,
peer, and self-evaluations of student products and
performances.
 Enables students to revisit and rethink important ideas to
deepen their understanding.
 Incorporates a variety of resources. The textbook is only
one resource among many (rather than serving as the
syllabus).
 INDICATORS OF TEACHING FOR UNDERSTANDING
by Jay McTighe and Eliot Seif

THE TEACHER
 Informs students of the big ideas and essential questions,
performance requirements, and evaluative criteria at the
beginning of the unit or course.
 Hooks and holds students’ interest while they examine and
explore big ideas and essential questions.
 Uses a variety of strategies to promote deeper understanding
of subject matter.
 Facilitates students’ active construction of meaning (rather
than simply telling)
 Promotes opportunities for students to “unpack their thinking”
- - to explain, interpret, apply, shift perspective, emphatize, or
self-assess (incorporates the six facets of understanding).
 INDICATORS OF TEACHING FOR UNDERSTANDING
by Jay McTighe and Eliot Seif

THE TEACHER
 Uses questioning, probing, and feedback to stimulate
student reflection and rethinking.
 Teachers develops basic knowledge and skills in the context
of big ideas and explores essential questions.
 Uses information fron ongoing assessments as feedback to
adjust instruction.
 Uses information from ongoing assessments to check for
student understanding and misconceptions (beyond the
textbook) to promote understanding.
 INDICATORS OF TEACHING FOR UNDERSTANDING
by Jay McTighe and Eliot Seif

THE LEARNERS
 Can describe the goals (big ideas and essential questions) and
performance requirements of the unit or course.
 Can explain what they are doing and why (i.e., how today’s work relates to
the larger unit or course goals.

 Are hooked at the beginning and remain engaged throughout the unit or
course.
 Can describe the criteria by which they work will be evaluated.
 Are engaged in activities that help them to learn the big ideas and answer
the essential questions.

 Are engaged in activities that promote explanation, interpretation,

application, perspective taking, empathy, and self-assessment (the six
facets)
 INDICATORS OF TEACHING FOR UNDERSTANDING
by Jay McTighe and Eliot Seif

THE LEARNERS

 Demonstrate that they are learning the background

knowledge and skills that support the big ideas and
essential questions.
 Have opportunities to generate relevant questions.
 Are able to explain and justify their work and their answers.
 Are involved in self-or peer-assessment based on
established criteria and performance standards.
 Use the citeria or rubrics to guide and revise their work.
 Set relevant goals based on feedback.
 INDICATORS OF TEACHING FOR UNDERSTANDING
by Jay McTighe and Eliot Seif

IN THE CLASSROOM ENVIRONMENT

 The big ideas and essential questions are central to the work of the
students, the classroom activity, and the norms and culture of the
classroom.
 There are high expectations and incentives for all students to come to
understand the big ideas and answer the essential questions.
 All students and their ideas are treated with dignity and respect.
 Bid ideas, essential questions, and criteria or scoring rubrics are posted.
 Samples or models of student work are made visibe.
 Exploration of big ideas and essential questions is differentiated, so
some students are able to delve more deeply into the subject matter
than others.
Happy UBIDIZING!!!