BookBrief
Understanding by Design cover
Archivist's Choice

Understanding by Design

Grant P. Wiggins (1998)

Genre

Reference

Reading Time

180 min

Key Themes

See below

Track Your Reading

Sign in to track this book

This book offers educators a strong framework for designing curriculum and assessments by starting with desired student understanding, leading to more focused and effective learning.

Core Idea

Understanding by Design (UbD) is a framework for curriculum development and instructional planning that puts student understanding before simply covering content. Its main idea, 'Backward Design,' means educators start with the end in mind: first, they identify what students should learn (lasting understandings and key questions), then decide how to measure that learning (tasks and other assessments), and finally, plan lessons and activities. This process ensures that curriculum, assessment, and teaching all work together to build deep understanding, so students can use their knowledge and skills in new situations and make sense of information, rather than just memorizing facts.
Reading time
180 min
Difficulty
Medium
✓ Read this if...
You are an educator, curriculum developer, or school administrator looking for a robust framework to design curriculum, assessments, and instruction that foster deep student understanding and transfer of learning. Ideal for those seeking to move beyond traditional content delivery towards more meaningful educational experiences.
✗ Skip this if...
You are looking for a quick fix or a superficial approach to lesson planning without a commitment to rethinking foundational pedagogical practices. This book requires careful study and a willingness to implement significant changes in design thinking.

Core idea

The central argument and framework that powers the entire book.

Understanding by Design (UbD) is a framework for curriculum development and instructional planning that puts student understanding before simply covering content. Its main idea, 'Backward Design,' means educators start with the end in mind: first, they identify what students should learn (lasting understandings and key questions), then decide how to measure that learning (tasks and other assessments), and finally, plan lessons and activities. This process ensures that curriculum, assessment, and teaching all work together to build deep understanding, so students can use their knowledge and skills in new situations and make sense of information, rather than just memorizing facts.

At a glance

Reading time

180 min

Difficulty

Medium

Read this if...

You are an educator, curriculum developer, or school administrator looking for a robust framework to design curriculum, assessments, and instruction that foster deep student understanding and transfer of learning. Ideal for those seeking to move beyond traditional content delivery towards more meaningful educational experiences.

Skip this if...

You are looking for a quick fix or a superficial approach to lesson planning without a commitment to rethinking foundational pedagogical practices. This book requires careful study and a willingness to implement significant changes in design thinking.

Key Takeaways

1

Backward Design: Start with the End in Mind

Effective curriculum planning begins with identifying desired results, not activities.

Quote

The UbD framework unpacks and elaborates the critical insight that design should be 'backward'—that is, designers should start with the desired results and then work backward to develop instruction.

The main idea of Understanding by Design (UbD) is 'backward design.' Instead of thinking about activities or content, educators must first clearly state what students should know and be able to do at the end of a unit or course. This means identifying lasting understandings, key questions, and specific knowledge and skills. This 'starting with the end' method ensures that all later planning—assessments, activities, and materials—is directly aimed at those desired results. It's a shift from teaching based on activities to learning base...

Supporting evidence

The book introduces the three stages of backward design: 1. Identify desired results, 2. Determine acceptable evidence, and 3. Plan learning experiences and instruction. This systematic process is central to the entire UbD framework.

Apply this

Before planning any lesson, clearly articulate the 'big ideas' and 'essential questions' you want students to grapple with. Define specific, measurable learning objectives and what successful performance will look like.

backward-designdesired-resultsenduring-understandings
2

Understanding is More Than Knowing

True understanding involves transferring knowledge, not just recalling facts.

Quote

Understanding is a 'six-sided' or 'six-faceted' phenomenon. To truly understand, one must be able to explain, interpret, apply, have perspective, empathize, and self-assess.

UbD separates 'knowing' facts from 'understanding' concepts. Understanding is a deeper, more solid mental state where someone can use knowledge in new situations, explain information, describe events in their own words, see different viewpoints, understand others' perspectives, and think about their own learning. The book lists six parts of understanding: explanation, interpretation, application, perspective, empathy, and self-knowledge. This varied view encourages educators to create learning experiences that go beyond memorization a...

Supporting evidence

The 'Six Facets of Understanding' are a cornerstone of UbD, providing a detailed rubric for what genuine understanding looks like in practice. For instance, explaining a concept in one's own words demonstrates a different level of understanding than simply reciting a definition.

Apply this

When designing assessments, move beyond recall questions. Ask students to explain 'why,' interpret data, apply concepts to real-world problems, consider different viewpoints, or reflect on their own learning process.

six-facets-of-understandingtransfer-of-learningdeep-understanding
3

Evidence of Understanding: The Assessment Imperative

Assessments should directly measure desired understandings, not just what's easy to test.

Quote

If we want students to understand, then we must ask for evidence of their understanding. We must determine acceptable evidence of understanding before we design lessons.

The second stage of backward design focuses on finding 'acceptable evidence' of student learning. This means creating assessments that directly match the understandings and key questions set in Stage 1. UbD suggests using various assessment methods, including real-world tasks that ask students to use knowledge and skills in practical situations, rather than just traditional tests that often only check recall. The book emphasizes that assessments are not just for grades, but are important tools for giving feedback, guiding teaching, an...

Supporting evidence

UbD promotes the use of 'performance tasks' as a primary form of assessment, where students demonstrate their understanding through complex, multi-step applications. An example given might be designing a sustainable city or debating a historical event.

Apply this

Design at least one authentic performance task for each unit that requires students to apply their understanding. Create clear rubrics that evaluate the 'six facets of understanding' where appropriate.

performance-tasksauthentic-assessmentacceptable-evidence
4

Essential Questions Drive Inquiry

Well-crafted questions provoke thought, spark inquiry, and promote deeper learning.

Quote

Essential questions are at the heart of UbD. They are questions that are not answerable with a quick search; they are arguable, open-ended, and designed to stimulate thought and inquiry.

Essential questions are a key part of UbD; they drive a unit's intellectual work. Unlike questions that ask for facts, essential questions are open-ended, make people think, and often have no single 'right' answer. They encourage students to explore big ideas, connect different subjects, and engage in ongoing inquiry. These questions give learning a purpose and direction for students' investigations, helping them build their own understanding. By revisiting essential questions throughout a unit, educators can reinforce the 'big pictur...

Supporting evidence

The book provides numerous examples of well-crafted essential questions (e.g., 'To what extent is history the story of progress?' or 'What makes a story a classic?'). It contrasts these with 'content questions' which are more factual.

Apply this

For every unit, develop 2-4 essential questions that are enduring, open-ended, and intellectually engaging. Display them prominently and refer to them regularly during instruction.

essential-questionsinquiry-based-learningbig-ideas
5

Curriculum as a Means, Not an End

The curriculum serves understanding; it is not merely content to be 'covered'.

Quote

The curriculum is not an end in itself, but a means to an end: student understanding. We must therefore design curriculum backward from the desired understandings.

UbD challenges the traditional idea of curriculum as just a list of topics to 'cover.' Instead, it says the curriculum is a tool for achieving desired understandings and developing specific skills. This view encourages educators to choose content carefully, prioritizing what is most important for deep understanding and avoiding superficial coverage. The focus moves from simply 'getting through' material to making sure students truly grasp and can use core concepts. This often means 'less is more,' allowing for deeper study of key idea...

Supporting evidence

The UbD template explicitly asks designers to prioritize content and skills based on their relevance to the desired results, rather than just listing everything from a textbook or standard. It encourages 'uncovering' rather than 'covering.'

Apply this

Review your current curriculum. For each topic, ask: 'What essential understanding does this content serve?' Be willing to eliminate or de-emphasize content that doesn't directly contribute to significant learning goals.

curriculum-designuncovering-contentprioritization
6

The Role of Exemplars and Criteria

Clear criteria and examples illuminate expectations and guide student performance.

Quote

To enable students to achieve desired results, they need to know what constitutes quality work. Exemplars and explicit criteria are indispensable tools for this purpose.

To ensure students know what 'success' looks like, UbD stresses the importance of clear criteria and examples. Rubrics, scoring guides, and examples of high-quality work are valuable tools for both teaching and assessment. They make expectations clear, helping students understand the standards their work will be judged against and allowing them to self-assess and improve. By making the evaluation process transparent, educators can encourage student ownership and help students better understand what 'understanding' means in a specific ...

Supporting evidence

The book recommends developing rubrics (e.g., GRASPS model for performance tasks) and sharing 'anchor papers' or student work samples that illustrate different levels of proficiency with students before they begin a task.

Apply this

Develop clear rubrics for all major assessments. Show students examples of strong and weak work (anonymously) and discuss why they meet or do not meet the criteria.

rubricsexemplarscriteria-for-success
7

Instruction is a Means to Understanding

Learning activities are designed to build understanding and prepare for assessment.

Quote

Instructional activities are not ends in themselves; they are means to achieving the desired understandings and preparing students to demonstrate them through acceptable evidence.

The third stage of backward design focuses on planning learning experiences and instruction. This stage happens after desired results and acceptable evidence are clearly set. This ensures that all activities, lessons, and resources are chosen specifically to help students achieve the identified understandings and prepare them for performance tasks. UbD promotes varied teaching methods, including direct instruction, guided inquiry, group learning, and chances for students to explore and use concepts. The main point is that every teac...

Supporting evidence

The WHERETO framework (Where, Hook, Explore, Rethink, Exhibit, Tailor, Organize) is presented as a guide for planning effective learning experiences, ensuring they are purposeful and student-centered.

Apply this

When planning lessons, continually ask: 'How does this activity help students achieve the desired understanding or prepare them for the performance task?' Eliminate activities that don't directly serve these ends.

instructional-designwhereto-frameworklearning-experiences
8

Reflection and Revision are Continuous

Curriculum design is iterative, requiring ongoing feedback and refinement.

Quote

Design is not a linear process; it is iterative. Effective designers continually reflect on their work, seek feedback, and revise their plans based on new insights and results.

UbD is not a one-time planning task but an ongoing cycle of thinking and improving. Good curriculum designers constantly check how well their units work based on student performance, feedback, and new insights. This repetitive process involves asking questions like: Are students reaching the desired understandings? Does the assessment truly show understanding? Are the learning activities engaging and effective? This dedication to ongoing improvement ensures that curricula stay relevant, responsive, and most effective in building deep ...

Supporting evidence

The UbD template itself includes sections for 'Review and Revision,' prompting designers to reflect on the unit's strengths, weaknesses, and areas for improvement after implementation.

Apply this

After teaching a unit, dedicate time to review student work, reflect on what went well and what didn't, and make specific notes for revisions to the desired results, assessments, and learning activities for the next time.

iterative-designcurriculum-revisionfeedback-loop
9

The Challenge of Uncovering vs. Covering

Prioritizing depth over breadth is crucial for fostering genuine understanding.

Quote

The greatest enemy of understanding is coverage. When we try to cover too much, we necessarily prevent students from uncovering the deeper meanings and connections.

A common problem in education is the pressure to 'cover' a lot of content, which often leads to superficial learning. UbD directly addresses this by promoting 'uncovering' key ideas. This means making careful choices about which content is truly essential for students to understand deeply, then designing learning experiences that allow for in-depth exploration, questioning, and use of those core concepts. It's a call to resist rushing through topics and instead create room for students to work with complex ideas, make their own discov...

Supporting evidence

Wiggins frequently critiques the 'mile wide, inch deep' curriculum syndrome prevalent in many educational systems, arguing that it inherently works against the development of true understanding.

Apply this

Identify the absolute 'must-knows' and 'must-dos' for each unit. Be ruthless in cutting content that doesn't directly serve these core understandings, even if it's 'traditionally' taught.

depth-over-breadthcurriculum-coverageuncovering-content

Critical analysis

Notable Quotes

“The best designs are 'backward' designs: they begin with the desired results and then identify the evidence needed to determine whether those results have been achieved.”

— Introducing the core concept of UbD.

“Understanding is a matter of being able to use knowledge and skill in new situations.”

— Defining what 'understanding' truly means.

“If we want students to understand, we must design for understanding.”

— Emphasizing intentional design for deeper learning.

“Understanding is revealed when students are able to transfer their learning to new situations and contexts.”

— Linking understanding to the ability to transfer knowledge.

“The six facets of understanding—explanation, interpretation, application, perspective, empathy, and self-knowledge—provide a framework for developing and assessing understanding.”

— Introducing the multifaceted nature of understanding.

“Assessment is not merely an add-on; it is integral to curriculum design.”

— Highlighting the foundational role of assessment.

“Essential questions are at the heart of UbD because they focus on the big ideas and provoke inquiry and deeper thought.”

— Explaining the purpose of essential questions.

“What is worth understanding? What should students be able to do as a result of their learning?”

— Core questions driving the 'Stage 1' of backward design.

“Teaching for understanding is not just about covering content; it's about uncovering it.”

— Distinguishing between superficial coverage and deep exploration.

“Teachers are not just deliverers of content but designers of learning experiences.”

— Redefining the role of the teacher in UbD.

“The aim is not merely to cover content, but to uncover it for student understanding.”

— Reiterating the shift from coverage to understanding.

“Authentic tasks require students to use knowledge and skills in realistic contexts.”

— Describing the nature of effective performance tasks.

“Understanding by Design is a framework, not a rigid prescription.”

— Clarifying the flexible nature of the UbD framework.

“The focus should always be on what students will understand and be able to do, not just what the teacher will teach.”

— Shifting emphasis from teaching inputs to learning outcomes.

Quiz

Test Your Knowledge

Ready to see how well you understood this book? Take our interactive quiz with 10 questions.

10
Questions
~5
Minutes
?
Best Score

Key Questions (FAQ)

Understanding by Design (UbD) is a framework for designing curriculum and instruction that prioritizes 'backward design.' It focuses on starting with desired learning outcomes and then planning assessments and learning experiences to achieve those understandings.

About the author