Understanding by Design

“To what extent does your syllabus give them practice,coaching, and feedback in how to apply the ideas?”

To understand is to be able to wisely and effectively use—transfer—what we know, in context; to apply knowledge and skill effectively, in realistictasks and settings. To have understood means that we show evidence of beingable to transfer what we know.

we as educators fail to understand understanding when wethink that coverage works.

this: How do we make itmore likely—by our design—that more students really understand what they areasked to learn?

By desired results we mean what has often been termed intended outcomes,achievement targets, or performance standards.

a design template that is meant to reinforce the appropriate habits of mind needed to complete designs for studentunderstanding and to avoid the habits that are at the heart of the twin sins ofactivity-based and coverage-based design.

we need only look more carefully at the key recurring nouns, adjectives, and verbs in these documents to gain a better sense ofour priorities as teacher-designers.

What instructional strategies will be most effective in helping usreach our targets?

headings. Begin with a key design question; ponder how to narrow the possibilitiesthrough intelligent priorities (Design Considerations); self-assess, self-adjust,and finally critique each element of design against appropriate criteria (Filters); and end up with a product that meets appropriate design standards inlight of the achievement target (Wh