UbD planning is about alignment. The framework allows teachers to keep their planning, execution and assessment aligned. Teachers are encouraged to check each unit for alignment, before and after teaching the unit.
What do you want students to know, understand and be able to do?
Stage 1 clearly indicates the end in mind. Standards are chosen and broken down into knowledge and skills which should represent what the standard(s) expect. This is the first place to check for alignment. Do the knowledge and skills truly represent the content, skills and the appropriate rigor of the chosen standard(s)?
How will you know your students know, understand are are able to do?
Stage 2 indicates the evidence teachers will collect to help students attain the expected knowledge and skills. Do the assessments under or over access what the learning standard(s) indicates?
What teaching, methodologies and activities will students need, to help them know, understand and be able to do?
Stage 3 indicates all the learning activities necessary to ensure understanding by the students. Are there any activities that bear no relation to the learning standards? Are there insufficient experiences and activities to help students attain the level of proficiency desired? If so, Stage 3 should be adjusted to truly contain only the learning, activities and experiences that relate to the acquisition of the learning objectives.
In summary, there should be proper and full alignment among all the three stages of Understanding by Design.
These short blog posts are meant to give teachers a good overview and working understanding of the UbD model for unit design. Teachers who wish to further their knowledge and understanding of UbD should refer to the book Understanding by Design, written by Jay McTighe and the late Grant Wiggins.
