UbD Design

In the pursuit of effective educational design, Wiggins and McTighe (2005) advocate for a backward approach, asserting that the most successful designs emerge by first identifying the desired results. Only through this specification can we adequately direct our attention to crafting content, methods, and activities conducive to achieving those results.

Guided by Fink’s (2003) methodology, I initially developed a 3 Column Table plan to structure a blended learning argumentative Unit for 8th graders. However, recognizing the depth required for effective learning experiences, I subsequently transitioned to an Understanding by Design (UbD) template (Wiggins & McTighe, 2005). Through this shift, I embraced backward design principles, aligning my goals, assessments, and activities to ensure not only coherence but also the attainment of my desired results within the Poetry Unit.

My innovation project necessitates a continual focus on the end goal.

I want to ensure that my planning remains centered on my envisioned outcome. This approach is crucial for establishing significant learning environments that empower students with choice, ownership, and voice through authentic learning opportunities (COVA) (Harapnuik et al., 2018).

Fink's 3 Column Table vs UbD:

Fink (2003) shares a method for making courses meaningful using a 3-column table. This approach says that real learning happens when we combine basic knowledge, application, integration, human dimension, caring, and learning how to learn. The 3-column table helps us see if we're focusing too much or too little on different areas in our courses. It's all about the learner, providing genuine experiences for everyone. It goes beyond just knowing things; it's about really understanding and using information in the real world.

Now, the UbD, or "Understanding by Design," template works the other way around. It starts by figuring out what we want students to learn, then how we'll know if they've learned it, and finally, planning the lessons. It's about three pages long, split into three stages, and includes essential questions, set goals, and a detailed plan for learning. It tells us what students should know and do, and how their activities connect to the goals. By planning backward, we always keep our goals in mind, making sure everything we do leads to the results we want. This way, both learners and teachers know exactly what they're working towards.

Initially, I believed that the 3 Column Table and the UbD Tables were nearly identical. However, upon careful examination, I observed distinctions in their design and purpose. Utilizing Wiggins and McTighe’s (2005) UbD Template, I focused on three stages: Stage 1 - Desired Results, Stage 2 - Assessment Evidence, and Stage 3 - Learning Plan. These stages guided me in implementing backward design to ensure that every lesson and activity aligns directly with my desired results.

In Stage 1: Desired Results:

I establish my goals, understandings, and essential questions. I also observe my students to understand what will they know and what they will be able to do at the end of the unit.

In Stage 2: Assessment Evidence:

I consider the performance tasks and various assessments that will provide evidence of the students' understanding, ultimately leading to my desired goals and results.

Finally, in Stage 3: Learning Plan:

I plan specific learning activities that will enable students to achieve the desired results. This stage incorporates the "WHERETO" elements of effective lesson planning.

W: Where the Unit is going and What is expected?
H: Hook all students and Hold their interests.
E: Equip students, help them Experience the key ideas, and Explore the issues.
R: Rethink and Revise understandings.
E: Evaluate work and its implications.
T: Tailored and personalized to different needs, interests, and abilities.
O: Organized to maximize engagement and effective learning (Wiggins and McTighe, 2005).

My UbD Table:

References

Fink, L. D., Ph.D. (2003). A self-directed guide to designing courses for significant learning.https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf

Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.