Understanding by Design is another way to design a significant learning environment. Much like Fink’s model presented in the last blog post, UbD makes the designed work with the end in mind. Starting with a goal and the learning objectives in mind ensures that all targets are met. UbD requires more questioning than Fink’s model. Writing down the questions made me think about what my students will be thinking and could be asking. Fink’s model contained a 3 column table. Similarly, UbD has 3 stages. Stage 1 and column 1 from Fink’s model ask for goals. Stage 2 and column 3 require the designer to look at assessment in all of its’ forms. Finally, stage 3 and column 2 allow you to plan for the learner in detail.
Another difference was in the actual planning for the students. UbD wants the designer to answer questions of WHERETO. Each letter stands for a question:
- W: Where is the unit going and What is expected?
- H: Hook the students and Hold their interests.
- E1: Equip the students, Experience the key ideas, and Explore the issues.
- R: Rethink and Revise their work.
- E2: Evaluate their work.
- T: Tailored to the different learners.
- O: Organized for engagement.
Both plans were a refreshing way of looking at planning a lesson that I will be using in the future!
To achieve this goal, these state standards (TEKS) will be met:
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge and develop digital products. The student is expected to:
(A) create original products using a variety of resources;
(2) Communication and collaboration. The student collaborates and communicates both locally and globally using digital tools and resources to reinforce and promote learning. The student is expected to:
(A) draft, edit, and publish products in different media individually and collaboratively;
(B) use font attributes, color, white space, and graphics to ensure that products are appropriate for multiple communication media, including monitor display, web, and print;
(E) evaluate the product for relevance to the assignment or task; and
(F) perform basic software application functions, including opening applications and creating, modifying, printing, and saving files.
(3) Research and information fluency. The student acquires and evaluates digital content. The student is expected to:
(A) use various search strategies such as keyword(s); the Boolean identifiers and, or, and not; and other strategies appropriate to specific search engines;
(B) collect and organize information from a variety of formats, including text, audio, video, and graphics;
(C) validate and evaluate the relevance and appropriateness of information; and
(D) acquire information appropriate to specific tasks.
(4) Critical thinking, problem solving, and decision making. The student researches and evaluates projects using digital tools and resources. The student is expected to:
(B) collect, analyze, and represent data to solve problems using tools such as word processing, databases, spreadsheets, graphic organizers, charts, multimedia, simulations, models, and programming languages;
(5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using digital tools and resources. The student is expected to:
(C) abide by copyright law and the Fair Use Guidelines for Educational Multimedia;
(6) Technology operations and concepts. The student demonstrates knowledge and appropriate use of technology systems, concepts, and operations. The student is expected to:
(B) manipulate files using appropriate naming conventions; file management, including folder structures and tagging; and file conversions;
Students will understand that…
|Students will know…
||Students will be able to…
Wiggins, Grant and McTighe Jay. (2005) Understanding by Design 2nd Edition. Virginia: The Association for Supervision and Curriculum Development.