UbD Desing Framework
(Wiggins & McTighe, 2005) "Understanding by Design" presents a framework called "Backward Design" for designing courses and content units. This approach focuses on developing assessments that align with the learning objectives and activities. By starting with the end goal in mind, we can identify the knowledge and skills students need to acquire. Then, the evaluation process can be approached in a more intentional and learning-focused manner, as suggested by the COVA model.
UbD tEMPLATE
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While developing these two tables, I realized the importance of creating learning objectives. They helped me to stay focused on what is essential. However, it took a lot of work. Even though I knew what I wanted to achieve and where I wanted to go, establishing these objectives took a lot of effort. I felt overwhelmed seeing so many components I could develop. I wanted to do them all for the benefit of my students. Nevertheless, it is necessary to be both preparatory and focused simultaneously to become the teacher I want to be in my class.
Let me clarify some points about the 3-column table. I set a BHAG that was quite ambitious, which made me realize that I needed to connect the dots to achieve it. As Fink (2003) suggests, these learning points help us connect learning objectives, teaching and learning activities, and evaluation. Rather than overwhelming my students with much information, I aim to create learning environments relevant to their lives and experiences.
After working on both worksheet one and worksheet 2, I found the 3-column table attractive. It gives me a complete overview of what I must achieve in the six dimensions: Foundational, Application, Integration, Human Dimension, Caring, and Learning to Learn. By breaking down the main objective into these dimensions, I can better understand how to develop each. Overall, the worksheets have helped me clarify my ideas and interests.
Developing the UdB framework focused on aligning my ideas with the standards and requirements for curricular content. This allowed me to set clear objectives and assessment activities for my daily life. If I had to choose between the two teaching methodologies for this phase of my life, I would go with UbD (Understanding by Design). It will undoubtedly assist me in setting clear objectives for my students, ingraining them with the necessary skills while keeping the state and school expectations in mind.
Looking towards the future, where I want to be, BHAG (Big Hairy Audacious Goals) and the 3 COLUM Table will help me better support my teaching community and even develop a new curriculum.
UdB
Template
Fink, L. (2003). A Self-Directed Guide to Designing Courses for Significant Learning Designing Courses for Significant Learning. https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Association for Supervision and Curriculum Development.
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Roth, D. (2007). Understanding by Design: A Framework for Effecting Curricular Development and AssessmentReview of: Understanding by Design by WigginsG., McTigheJ. 2nd ed.2006 Association for Supervision and Curriculum Development Alexandria, VA 0-13-195084-3 Retail price: $33.00. CBE—Life Sciences Education, 6(2), 95–97. https://doi.org/10.1187/cbe.07-03-0012