UbD was developed by nationally recognized educators Grant Wiggins and Jay McTighe, and published by the Association for Supervision and Curriculum Development (ASCD).

At AAG, we are undergoing curriculum design change to begin with the end in mind. What this means is we are using a standards driven approach rather than a textbook driven approach to planning curriculum.

By beginning with the end in mind, we will create assessments based on performance tasks and skills that the standards note students should be able to do. From there, we will create units and lessons that teach students how to accomplish the tasks and to ensure success.

Using the backwards design model to change the curriculum will take time to make careful and thorough improvements. Although all subjects will begin to use the UbD model, the 2008-2009 academic year will focus on English and Social Studies curriculum and the 2009-2010 academic year will focus on the Science and Math curriculum.

Understanding by Design is based on the following key ideas:

• A primary goal of education should be the development and deepening of student understanding.
• Students reveal their understanding most effectively when they are provided with complex, authentic opportunities to explain, interpret, apply, shift perspective, empathize, and self-assess. When applied to complex tasks, these "six facets" provide a conceptual lens through which teachers can better assess student understanding.
• Effective curriculum development reflects a three-stage design process called "backward design" that delays the planning of classroom activities until goals have been clarified and assessments designed. This process helps to avoid the twin problems of "textbook coverage" and "activity-oriented" teaching, in which no clear priorities and purposes are apparent.
• Student and school performance gains are achieved through regular reviews of results (achievement data and student work) followed by targeted adjustments to curriculum and instruction. Teachers become most effective when they seek feedback from students and their peers and use that feedback to adjust approaches to design and teaching.
• Teachers, schools, and districts benefit by "working smarter" through the collaborative design, sharing, and peer review of units of study.

Understanding by Design: http://www.authenticeducation.org