Creating a UBD Instructional plan

UbD Template

UbD Template

Stage 1 – Desired Results

Unit

Summary

Name:

Grade/Subject:

Length of Unit:

Include a brief unit summary here.

Established Goals

What content standards and program- or mission-related goals will this unit address?

What habits of mind and cross-disciplinary goals, for example, 21st-century skills and core competencies, will this unit address?

Transfer

Students will be able to use their learning to . . .

(Think: What kinds of long-term independent accomplishments are desired?)

Meaning

Understandings

Students will understand that . . .

(Think: What specifically do you want students to understand? What inferences should they make?)

Essential Questions

Students will keep considering . . .

(Think: What thought-provoking questions will foster inquiry, meaning-making, and transfer?)

Acquisition

Knowledge

Students will know . . .

(Think: What facts and basic concepts should students know and be able to recall?)

Skills

Students will be skilled at . . .

(Think: What discrete skills and processes should students be able to do?)

Stage 2 – Evidence

Pre-Assessment

What pre-assessment will you use to check student’s prior knowledge, skill levels, and potential misconceptions?

Evaluative Criteria

Performance Tasks

Other Evidence

Are all desired results being appropriately assessed?

What criteria will be used in each assessment to evaluate attainment of the desired results?
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2.

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(Think: Regardless of the format of the assessment, what qualities are most important? In other words, what criteria do students need to meet to show they have attained the learning goals? These should be observable and measurable, and aligned to the learning standard. These will make up the criteria of your scoring rubric.)

Students will show that they really understand by . . .

(Describe the performance task here.)
(Think: How will students demonstrate their understanding (meaning-making and transfer) through a complex product or performance?)

Students will show they have achieved stage 1 goals by . . .

(Think: Besides the summative performance task, what other formative evidence will you collect to determine whether stage 1 goals were achieved?

Stage 3 – Learning Plan

Code

Learning Event

Progress Monitoring

Code the learning events with A (acquisition), M (meaning), or T (transfer). 

Student success at transfer, meaning, and acquisition depends upon these learning events:

(Think: List the learning events that make up your mini-unit. As you plan, think about these important points:
· Are all three types of goals (acquisition, meaning and transfer) addressed in the learning plan?

· Does the learning plan reflect principles of learning and best practices?

· Is there tight alignment with stages 1 and 2?
· Is the plan likely to be engaging and effective for all students?)

· How will you monitor students’ progress toward acquisition, meaning and transfer, during lesson events?
· What are potential rough spots and student misunderstandings?
· How will students get feedback they need?

Research-Based Instructional Strategies

Briefly discuss how you incorporated at least one research-based instructional strategy that you learned in your work during this course.

Differentiation Strategies

Briefly discuss how you have incorporated instructional strategies in this unit that address the diverse needs of students.

Reference

Wiggins, G., & McTighe, J. (2011). ​Understanding by design guide to creating high-quality units. Alexandria, VA: ASCD.

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