NIM : 4401022030
A. Berilah ulasan dan penjelasan dalam bentuk teks (minimal 50 kata dan maksimal
100 kata), apakah pemahaman anda sesuai dengan hasil final kelompok atau buku,
artikel, makalah, jurnal, prosiding, dll (salah satu saja) atau anda memiliki
pendapat sendiri.
Penjelasan:
Salah satu kelompok memaparkan hasil diskusinya mengenai konsep pemahaman dalam
UbD. Hal ini sesuai dengan pemahaman yang saya dapatkan melalui buku yang saya
pelajari. UbD dimaknai sebagai desain pemahaman yang diartikan secara mendalam.
UbD memiliki konsep backward design yang memiliki 3 tahapan. Tiga tahapan tersebut
yaitu menentukan tujuan, menentukan bukti penilaian, dan merencanakan kegiatan
pembelajaran. Pemahaman UbD diterapkan sebagai alternatif solusi untuk memperbaiki
kualitas pembelajaran dengan cara mensinkronkan tujuan, langkah, dan evaluasi
pembelajaran. Mengembangkan pandangan beragam tentang bagaimana membuat
pemahaman meningkat melalui enam sisi dari konsep yaitu: mampu menjelaskan,
mampu menafsirkan, mampu menerapkan, memiliki perspekstif, mampu berempati, dan
memiliki pengetahuan diri.
B. Berilah ulasan dan penjelasan dalam bentuk video (minimal 1 menit dan maksimal
2 menit) apakah pemahaman anda sesuai dengan hasil final kelompok atau buku,
artikel, makalah, jurnal, prosiding, dll (salah satu saja) atau anda memiliki
pendapat sendiri.
Penjelasan:
Untuk ulasan dalam bentuk video, saya lampirkan dalam link berikut:
https://drive.google.com/file/d/1a4mgTQDvT4UF_9mYctARpYb3tISfqj2Y/view?usp=s
hare_link
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Stage 1 focuses on “transfer of learning.” Essential companion questions are used to
engage learners in thoughtful “meaning making” to help them develop and deepen
their understanding of important ideas and processes that support such transfer.
Figure 1 contains sample transfer goals and Figure 2 shows sample understandings
and essential questions.
History
• Apply lessons of the past (historical patterns) to
current and future events and issues.
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FIGURE 2—SAMPLE UNDERSTANDINGS AND
ESSENTIAL QUESTIONS
Great literature explores univer- How can stories from other places and times
sal themes of human existence relate to our current lives?
and can reveal truths through
fiction.
Quantitative data can be What’s the best way of showing (or repre-
collected, organized, and senting) ______________?
displayed in a variety of ways.
Mathematical ideas can be rep- In what other way(s) can this be
resented numerically, graphi- represented?
cally, or symbolically.
The geography, climate, and How does where we live influence how we
natural resources of a region live?
influence the culture, economy,
and lifestyle of its inhabitants.
The relationship between the In what ways do the arts reflect as well as
arts and culture is mutually shape culture?
dependent; culture affects the
arts, and the arts reflect and
preserve culture.
Important knowledge and skill objectives, targeted by established standards, are also
identified in Stage 1. An important point in the UbD framework is to recognize that
factual knowledge and skills are not taught for their own sake, but as a means to larger
ends. Acquisition of content is a means, in the service of meaning making and transfer.
Ultimately, teaching should equip learners to be able to use or transfer their learning (i.e.,
meaningful performance with content). This is the result we always want to keep in mind.
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Stage 2—Determine • Can apply by effectively using and
Assessment Evidence adapting what they know in new and
complex contexts.
Key Questions: How will we know if stu-
dents have achieved the desired results?
• Demonstrate perspective by seeing
What will we accept as evidence of stu-
the big picture and recognizing differ-
dent understanding and their ability to use
ent points of view.
(transfer) their learning in new situations?
How will we evaluate student performance
• Display empathy by perceiving
in fair and consistent ways?
sensitively and walking in someone
else’s shoes.
Backward design encourages teachers
and curriculum planners to first think like
• Have self-knowledge by showing
assessors before designing specific units
meta-cognitive awareness, using
and lessons. The assessment evidence we
productive habits of mind, and reflect-
need reflects the desired results identified
ing on the meaning of the learning
in Stage 1. Thus, we consider in advance
and experience.
the assessment evidence needed to
document and validate that the targeted Keep the following two points in mind
learning has been achieved. Doing so when assessing understanding through
invariably sharpens and focuses teaching. the facets:
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In addition to performance tasks, Stage 2 information or modeling basic skills for
includes other evidence, such as tradi- acquisition without extending the lessons
tional quizzes, tests, observations, and to help students make meaning or trans-
work samples to round out the assess- fer the learning.
ment picture to determine what students
know and can do. A key idea in backward Teaching for understanding requires that
design has to do with alignment. In other students be given numerous opportunities
words, are we assessing everything that to draw inferences and make generaliza-
we are trying to achieve (in Stage 1), or tions for themselves (with teacher sup-
only those things that are easiest to test port). Understanding cannot simply be
and grade? Is anything important slip- told; the learner has to actively construct
ping through the cracks because it is not meaning (or misconceptions and forget-
being assessed? Checking the alignment fulness will ensue). Teaching for transfer
between Stages 1 and 2 helps ensure means that learners are given opportuni-
that all important goals are appropriately ties to apply their learning to new situ-
assessed, resulting in a more coherent ations and receive timely feedback on
and focused unit plan. their performance to help them improve.
Thus, the teacher’s role expands from
solely a “sage on the stage” to a facilita-
Stage 3—Plan Learning
tor of meaning making and a coach giving
Experiences and Instruction feedback and advice about how to use
Key Questions: How will we support learn- content effectively.
ers as they come to understand important
ideas and processes? How will we prepare SUMMARY
them to autonomously transfer their learn-
ing? What enabling knowledge and skills We have included a summary of the key
will students need to perform effectively ideas in UbD framework as a figure (see
and achieve desired results? What activi- “UbD in a Nutshell”) in Appendix A at
ties, sequence, and resources are best the end of this paper. Also see “Learning
suited to accomplish our goals? Goals and Teaching Roles” in Appendix B
for a detailed account of the three inter-
In Stage 3 of backward design, teachers related learning goals.
plan the most appropriate lessons and
learning activities to address the three
different types of goals identified in
FREQUENTLY ASKED
Stage 1: transfer, meaning making, and QUESTIONS
acquisition (T, M, and A). We suggest Over the years, educators have posed the
that teachers code the various events following questions about the UbD frame-
in their learning plan with the letters T, work. We provide brief responses to each
M, and A to ensure that all three goals question and conclude with thoughts
are addressed in instruction. Too often, about moving forward.
teaching focuses primarily on presenting
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1. This three-stage planning students will know and be able to do
approach makes sense. So, why do (knowledge and skills) in Stage 1. However,
you call it “backward” design? we contend that content acquisition is a
means, not an end. The UbD framework
We use the term “backward” in two ways: promotes not only acquisition, but also the
student’s ability to know why the knowl-
1. Plan with the end in mind by first clari- edge and skills are important, and how
fying the learning you seek—the learning to apply or transfer them in meaningful,
results (Stage 1). Then, think about the professional, and socially important ways.
assessment evidence needed to show that
students have achieved that desired learn- 3. Should you use the three-stage
ing (Stage 2). Finally, plan the means to backward design process and the
the end—the teaching and learning activi- UbD template for planning lessons
ties and resources to help them achieve as well as units?
the goals (Stage 3). We have found that Careful lesson planning is essential to
backward design, whether applied by guide student learning. However, we do
individual teachers or district curriculum not recommend isolated lesson planning
committees, helps avoid the twin sins of separate from unit planning. We have
activity-oriented and coverage-oriented chosen the unit as a focus for design
curriculum planning. because the key elements of the UbD
framework—understandings, essential
2. Our second use of the term refers to questions, and transfer performance
the fact that this approach is backward to tasks—are too complex and multifac-
the way many educators plan. For years, eted to be satisfactorily addressed within
we have observed that curriculum plan- a single lesson. For instance, essential
ning often translates into listing activities questions are meant to be explored and
(Stage 3), with only a general sense of revisited over time, not answered by the
intended results and little, if any, atten- end of a single class period.
tion to assessment evidence (Stage 2).
Many teachers have commented that the Nonetheless, the larger unit goals provide
UbD planning process makes sense, but the context in which individual lessons are
feels awkward because it requires a break planned. Teachers often report that careful
from comfortable planning habits. attention to Stages 1 and 2 sharpens their
lesson planning, resulting in more purpose-
2. I have heard that the UbD ful teaching and improved learning.
framework de-emphasizes the
teaching of content knowledge 4. What is the relationship between
and skill to focus on more general the Six Facets of Understanding
understanding. Is this your and Bloom’s Taxonomy?
recommendation? Although both function as frameworks
On the contrary, the UbD framework for assessment, one key difference is that
requires that unit designers specify what Bloom’s Taxonomy presents a hierarchy of
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cognitive complexity. The taxonomy was ini- 6. Our national/state/provincial
tially developed for analyzing the demands tests use primarily multiple-choice
of assessment items on university exams. and brief, constructed response
items that do not assess for deep
The Six Facets of Understanding were understanding in the way that you
conceived as six equal and suggestive recommend. How can we prepare
indicators of understanding, and thus are students for these high-stakes stan-
used to develop, select, or critique assess- dardized tests?
ment tasks and prompts. They were never
intended to be a hierarchy. Rather, one For many educators, instruction and
selects the appropriate facet(s) depend- assessing for understanding are viewed
ing on the nature of the content and the as incompatible with high-stakes
desired understandings about it. accountability tests. This perceived
incompatibility is based on a flawed
5. I find it hard to use all Six Facets assumption that the only way to raise test
of Understanding in a classroom scores is to cover those things that are
assessment. How can I do this? tested and practice the test format. By
implication, there is no time for or need
We have never suggested that a to engage in in-depth instruction that
teacher must use all of the facets when focuses on developing and deepening
assessing students’ understanding. For students’ understanding of big ideas.
example, an assessment in mathematics Although it is certainly true that we are
might ask students to apply their under- obligated to teach to established stan-
standing of an algorithm to a real-world dards, it does not follow that the best
problem and explain their reasoning. In way to meet those standards is merely to
history, we might ask learners to explain mimic the format of a standardized test,
a historical event from different per- and use primarily low-level test items
spectives. In sum, we recommend that locally. Such an approach mistakes the
teachers use only the facet or facets that measures for the goals—the equivalent
will provide appropriate evidence of the of practicing for your annual physical
targeted understanding. exam to improve your health!
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The suggestion that UbD framework
does not recognize the need for learn-
ers to develop basic knowledge and
skills could not be further from the truth!
Indeed, the UbD Unit Planning Template
in Stage 1 calls for teachers to identify
the important things students should
know (e.g., multiplication tables) and
be able to do (e.g., division). While
7. Are textbooks important acknowledging the importance of the
in the implementation of basics, UbD framework also emphasizes
UbD framework? understanding of conceptually larger
ideas (e.g., equivalence and modeling)
Textual materials can provide important
and processes (e.g., problem solving and
resources for teachers. However, it is not
mathematical reasoning). This is a point
a teacher’s job to cover a book page-by-
repeatedly stressed in the new Common
page. A textbook should be viewed as a
Core Mathematics Standards.
guide, not the curriculum. A teacher’s job
is to teach to established standards using
The distinction between basic knowl-
the textbook and other resources in sup-
edge and understanding is important not
port of student learning.
only for curriculum planning, but also for
pedagogy. Effective educators know from
Major textbook companies have worked
research that rote learning of mathemati-
to integrate UbD approaches into their
cal facts and skills does not promote
materials. When well done, such text-
mathematical reasoning, problem solv-
books can be very helpful. Educators
ing, or the capacity to transfer learning.
are encouraged to carefully examine
In fact, test score analysis repeatedly
textbooks and use them as a resource for
shows that although learners may be
implementing the curriculum, rather than
able to solve a decontextualized problem
as the sole source.
that resembles ones that they learned in
a mechanical way, they are often unable
8. Is the UbD framework
to apply the same facts and skills to a
appropriate for mathematics?
novel problem or more complex situa-
Some educators have questioned the tion. Moreover, superficial learning in a
use of the UbD framework in mathemat- rote fashion leaves students unable to
ics (and other skill-focused areas, such explain their reasoning or the meaning of
as world languages or early literacy). The the concepts involved.
most commonly expressed concern is
that the UbD framework seems to stress These symptoms point to an essential
understanding to the exclusion of basic goal of UbD framework—teaching so stu-
knowledge and skills. dents understand and can transfer
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their mathematics learning to new situ- framework prior to moving forward.
ations. Because knowledge acquired in Without sufficient time to disseminate
a rote manner rarely transfers, there is a basic information and offer necessary
need to develop understanding of the training, key constituents may form opin-
larger concepts and processes along with ions based on misconceptions or inaccu-
the basics. rately conclude that the UbD framework
is too demanding or irrelevant to their
Note: For a good example of an Algebra needs.
1 course designed using the UbD frame-
2. Teachers must have access to high-
work, we encourage readers to visit the
quality UbD curriculum materials. Weak or
following website and click on “Sample
flawed examples convey the wrong idea
Algebra Course” to download a PDF file.
of what UbD curriculum should look like,
This example shows how UbD framework
and teachers who use imperfect resources
should be applied in mathematics:
will have negative experiences that hurt
www.acps.k12.va.us/curriculum/design.
the overall reform effort designed to influ-
ence student learning. Time is once again
9. What does it take for a school or an important factor here; we know from
district to successfully implement years of experience that it takes time to
the UbD framework? develop high-quality curriculum using the
We propose three general requirements UbD framework.
for successful implementation of the UbD 3. Long-term and ongoing professional
framework. development is essential to ensure that
1. Help the key constituents (administra- all teachers and administrators have suf-
tors, teachers, parents, students, and the ficient expertise to implement the UbD
general public) understand the rationale framework with fidelity.
for and the requirements of the UbD
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For Further Information
Additional information about the Understanding by Design framework is available
through the following publications.
http://shop.ascd.org/ProductDetail.aspx?ProductId=411
http://shop.ascd.org/productdisplay.cfm?productid=105004
Wiggins, G., & McTighe, J. (2005). Understanding by Design (expanded 2nd edition).
Alexandria, VA: ASCD.
http://shop.ascd.org/ProductDetailCross.aspx?ProductId=406
Wiggins, G., & McTighe, J. (2007). Schooling by design: Mission, action, achievement.
Alexandria, VA: ASCD.
http://shop.ascd.org/ProductDetailCross.aspx?ProductId=822
Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-
quality units. Alexandria, VA: ASCD.
http://www.ascd.org/publications/books/109107.aspx
Understanding by Design® and UbD™ are trademarks owned by ASCD and may not
be used without written permission from ASCD.
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APPENDIX A
UBD IN A NUTSHELL
What long-term transfer goals are targeted? 1. Learning is enhanced when teachers think purpose-
What meanings should students make in order to arrive at fully about curricular planning. The UbD framework
important understandings? helps this process without offering a rigid process or
What essential questions will students explore? prescriptive recipe.
What knowledge and skill will students acquire?
2.The UbD framework helps to focus curriculum and teaching
What established goals/standards are targeted?
on the development and deepening of student understand-
ing and transfer of learning (i.e., the ability to effectively
Stage 2: Evidence
use content knowledge and skill).
What performances and products will reveal evidence of 3. Understanding is revealed when students autonomously
meaning-making and transfer? make sense of and transfer their learning through
By what criteria will performance be assessed, in light of authentic performance. Six facets of understanding—the
Stage 1 desired results? capacity to explain, interpret, apply, shift perspective,
What additional evidence will be collected for all Stage 1 empathize, and self-assess—can serve as indicators of
desired results? understanding.
Are the assessments aligned to all Stage 1 elements? 4. Effective curriculum is planned backward from long-term,
desired results through a three-stage design process
Stage 3: Learning Plan (Desired Results, Evidence, and Learning Plan). This
process helps avoid the common problems of treating the
What activities, experiences, and lessons will lead to
textbook as the curriculum rather than a resource, and
achievement of the desired results and success at the
activity-oriented teaching in which no clear priorities and
assessments?
purposes are apparent.
How will the learning plan help students with acquisition,
meaning-making, and transfer? 5. Teachers are coaches of understanding, not mere pur-
veyors of content knowledge, skill, or activity. They focus
How will the unit be sequenced and differentiated to optimize
on ensuring that learning happens, not just teaching
achievement for all learners?
(and assuming that what was taught was learned); they
How will progress be monitored?
always aim and check for successful meaning making
Are the learning events in Stage 3 aligned with Stage 1 goals
and transfer by the learner.
and Stage 2 assessments?
6. Regularly reviewing units and curriculum against design
standards enhances curricular quality and effectiveness,
and provides engaging and professional discussions.
7. The UbD framework reflects a continual improvement
approach to student achievement and teacher craft. The
results of our designs—student performance—inform
needed adjustments in curriculum as well as instruction so
that student learning is maximized.
Source: Adapted from Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality units.
Alexandria, VA: ASCD.
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APPENDIX B
LEARNING GOALS AND TEACHING ROLES
Source: Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality
© 2011 Grant Wiggins and Jay McTighe
units. Alexandria, VA: ASCD.
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