Understanding by Design

When creating a significant learning environment, it is necessary to focus on activities that center around learners, such as asking questions, working together, using digital tools, and having accountable discussions. It is crucial to make a plan that matches specific goals, tests, and tasks so that students can connect their learning to their future. In today's world, teachers should help students learn key skills such as teamwork, communication, thinking critically, and solving problems by being creative and innovative. These skills are important for creating lifelong learners.

In my innovation plan, students will create an ePortfolio to showcase skills they've learned, encouraging them to think about their progress and show real proof of their skills learned. This method lets students show their creativity and allows them choice, ownership of their learning, voice in what they do, and it allows them to create authentic learning opportunities; "COVA" (Harapnuik, 2018).

Using Fink's 3-column table to construct the Understanding by Design framework was a strong way to create effective learning spaces. This method helps to make sure that the goals of the course, what students are supposed to learn, the activities, and the assessments all fit together well. In my Graphic Design class, this means that what students do in class directly helps them reach the big goals of the class. Below is my Understanding By Design (UbD) Framework which allows students to focus on a long term goal and emphasises understanding rather than just simply learning the information taught to them.

UbD

Before making my UbD template, I created a 3-column table using ideas from L.D. Fink’s guide on designing courses. This table, based on Fink's approach, was a useful resource to plan my unit. After reading Wiggins' and McTighe's book on Understanding by Design (2005), which outlines a three-stage approach to backward design, I used their template to expand on my lesson, starting from what I had in the 3-column table. Both the 3-column table and UbD Template align outcomes, activities, and assessments, contributing to creating meaningful learning environments through backward design.

Fink's approach to backward design involves using a 3-column table and having a broad view of an overarching goal. Using my 3-column table information, I dug deeper into my outcomes to create a specific plan, and formed my UbD Template. Completing the UbD Template lets me take a closer look at how the outcomes in the 3-column table will be achieved, broken down into three stages: desired results, assessment evidence, and learning plan.

The UbD template focuses attention on the importance of establishing long-term goals that hone in on making learning meaningful. Wiggins and McTighe (2005) argue that many lesson plans focus on discrete elements of knowledge and skill, neglecting deep understandings and core performance tasks. The UbD Template prioritizes goals and emphasizes the need for learning to be meaningful and memorable for authentic connections.

I found benefits in using both designs to develop my unit planning process. Both frameworks start with examining the goal and working backward, but the UbD Template narrows the focus to specific learning goals and encourages deeper exploration. It's more detailed and emphasizes student thinking. On the other hand, the 3-column table considers background information, like the learning environment and situational factors, to help educators develop a holistic course. Personally, I liked using both tools. Starting with the 3-column table allowed me to consider all factors and set big goals, while the UbD Template gave me a closer look at my goals and a deeper development of my initial plan. Both frameworks work together to help create a meaningful learning environment for my students.

References:

Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. San Francisco: Jossey-Bass.

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Choice, ownership, and voice through authentic learning. Creative Commons License.

Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded second ed.). Alexandria, Virginia: Association for Supervision and Curriculum Development.