Understanding by Design

To create the most effective and purposeful work for our students, we must start with the end goals in mind. This means clearly defining what we want our students to know by the end of the course. From there, we can design activities that guide them toward those objectives. For this reason, I have developed a three-column table for my innovation plan, which incorporates blended learning strategies to help students effectively approach short constructed responses. I have also completed a UbD template as seen below to further support me in implementing my initiative.

3-Column Table

UbD Template for Blended Learning

3 Column Table vs. Understanding by Design

While both frameworks utilize a backward design approach, they differ significantly in focus and structure. The three-column table starts with our Big Hairy Audacious Goal (BHAG) and organizes content into categories such as Foundational, Application, Integration, Human Dimension/Caring, and Learning How to Learn, each building on the previous one. In contrast, the UbD framework begins with the specific standards we aim to address and is divided into three components: Desired Results, Assessment Evidence, and Learning Plan. This framework emphasizes what students must understand to meet the standards, in this case, the TEKS. Despite these differences, both frameworks provide valuable insights for connecting ideas and enhancing student understanding.

The three-column table and the UbD framework have been invaluable tools in creating purposeful work for my students. By using the three-column table, I can clearly outline learning objectives, activities, and assessments, ensuring a cohesive approach to teaching. This structure supports students in understanding how to use the RACE (Restate, Answer, Cite, Explain) strategy to effectively address open-ended questions. Meanwhile, the UbD framework guides me in planning with the end goals in mind, allowing me to incorporate principles of COVA (Choice, Ownership, Voice, and Authenticity) and foster collaboration among students. Together, these tools enable me to design lessons that are engaging, relevant, and aligned with the skills my students need to develop

References

Fink, L. D. (2003). A Self-Directed Guide to Designing Courses for Significant Learning. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass.

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