1. UNDERSTANDING BY
DESIGN
GSSD Coaches
Susan Muir & Andrea Hnatiuk

2. Learning Target
1 What will I be able to do
when I've finished the
lesson?
I can begin my learning journey on
understanding by design.
2. What is important for me
to learn and understand?
I must learn and understand that
understanding by design is a multifaceted
and complex process.
3. What will I do to show
that I understand the target
and how well will I have to
do it?
I can show I understand the target by
appreciating that this is a shift in teaching
and learning.

4. Understanding
• What does it mean to understand?

5. 6 Facets of Understanding
Explanation Sophisticated explanation and theories
Explain, teach, examples, connection, describe, prove
Interpretation Narratives, translations, metaphors, etc. that provide meaning
Interpret, make sense of, provide analogy, show importance
Application Ability to effectively apply knowledge in a variety of contexts
Apply, demonstrate, design, invent
Perspective Critical and insightful points of view. Recognize the significance of
ideas
Analyze, viewpoint, compare and contrast, critique
Empathy Ability to see things from other points of view
Walk in the shoes of, experience, common understanding
Self-Knowledge Deeply aware of own boundaries and ability to recognize the limits of
others
Prejudice, identify the lens through which you view

9. How do we get to deeper understanding?
• Establish routines and procedures
• Know your students – learning styles
• Create a supportive learning environment
• Own student success – all students experience success
• Know curriculum outcomes
• Target learning opportunities based on data
• Plan collaborative learning opportunities
• Instruction is tied to outcomes
• Provide multiple pathways to achieve outcomes –
modality of learning
• Assessment is part of learning
Differentiated Instruction

10. Deeper Understanding Structure
•Big Ideas
•Essential Questions
•Outcomes
•Assessment
•Learning Plan

11. Big Ideas
What will the students remember for:
• 40 seconds?
• 40 minutes?
• 40 years?
The 40 years are the BIG IDEAS!

12. Essential Questions
• Are arguable and important to argue about.
• Are at the heart of the subject.
• Recur in professional work, adult life, as
well as classroom inquiry.
• Raise more questions-provoking and
sustaining engaged inquiry.
• Often raise important conceptual or
philosophical issues.

13. Outcomes
• Depth and breadth of what the student will be able to
KNOW, UNDERSTAND, and DO

14. Assessment Evidence
Observations
Conversations Products

15. Learning Plan
•Differentiated Instruction
•Response to Intervention
•Assessment
•Technology Integration
•First Nation and Metis ways of knowing

16. Learning Target
1 What will I be able to do
when I've finished the
lesson?
I can begin my learning journey on
understanding by design.
2. What is important for me
to learn and understand?
I must learn and understand that
understanding by design is a multifaceted
and complex process.
3. What will I do to show
that I understand the target
and how well will I have to
do it?
I can show I understand the target by
appreciating that this is a shift in teaching
and learning.

17. 3 – 2 – 1

18. The Presentation
• Learning Targets – students aware of what they will be
learning and why, they are involved in the learning
process
• Think-Write-View-Share – activate prior
knowledge, collaboration, co-constructing knowledge
(individual, pair, small group, large group)
• Concept Attainment – matching
• Narratives to enhance learning – thinking
probe, analogy, connecting
• Direct Instruction –
• Assessment – 3-2-1
• Learning Styles/Modality Preferences –
visual, auditory, kinesthetic, analytical, creative, practical