UbD
Model
by Design (UbD) emphasizes the deliberate shift approach to focus more on student learning and understanding, instead of the teaching and instruction alone. Both models have student learning outcomes or desired results as the most important component to begin with. From these priority goals stem the proposal of learning strategies, instructional activities, and appropriate assessments. The design process for both models are similar, each directing the lesson on student learning, understanding, and application of skills within a specific subject and integrating it with other areas. Since both are geared towards a more student-centered approach to learning, it guarantees the flexibility of the teacher’s role. This means that the teacher becomes more of a coach and facilitator, while students manage and pace their own learning (COVA). As a comparison, the 3 Column Table appears to be more appropriate to use when planning for a whole unit or course, while I observe that the UbD design is more applicable to plan a more specific lesson. Likewise, I see that although both models are aligned with student- centered goals and activities, it seems that depending on the subject area, the 3 Column Table may be more suitable to outline the plan than the UbD model. For instance, I can see myself using the 3 Column Table for Math and Science, as the units are more cohesive and pre-requisite skills are essential. I will use the UbD model for my ELA, Reading and Writing lessons as the learning outcomes are more specific and instructional activities are more flexible.
As I have earlier mentioned, I have only used these models for the first time, I will be exploring it more, so I can utilize it with my Innovation Plan implementation. I have learned how both can be applied while integrating technology, and I am sold out with its just the emphasis on student learning outcomes. Looking forward I can also see collaborative planning sessions with my other blended learning implementers and even the students developing unit and lesson plans using Wiggins and McTighe’s Understanding by Design (UbD) method and Finks 3 Column Table.
References:
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.
Wiggins, Grant & McTighe, J. (2005). Understanding by design. Alexandria, VA : Association for Supervision and Curriculum Development.
As an educator you will always come across different lesson plans, designs and approaches. Some entails detailed information, others include just an overview of the basic what, how, when, and such. Teachers are generally given a template to follow, a standard format to complete, with required expectations based on district wide curriculum. So, when I was given the opportunity to learn and use Wiggins and McTighe’s Understanding by Design (UbD) method and Finks 3 Column Table, I realized how the backward approach promotes a more significant and effective learning environment. Fink’s model focuses on creating a Learning Outcomes 3 Column Table that aims to align learning outcomes with activities and assessment. It includes two planning worksheets (Learning Environment-Situational Factors and Questions for Formulating Significant Learning Goals) that presents detailed information to use for the 3-Column Table. On the other hand, Wiggins and McTighe’s Understanding
