Creating Significant Learning Environments
UbD
Understanding By Design
Introduction
According to Wiggins and McTighe (2005), the best designs derive backward from the learnings sought and only by having specified the desired results can we focus on the content, methods, and activities most likely to achieve those results.
While creating our innovation project; Blended Learning: Personalizing the Future of Education, Veronica Balli, Ileana Reyna, and I must continue to plan with our end goal in mind in order to create successful significant learning environments that give students choice, ownership, and voice through authentic learning opportunities (COVA)(Harapnuik et. al., 2018).
After using Fink’s (2003) guide to develop a 3 Column Table plan for a 4th grade blended learning Poetry Unit, we were able to dive deeper into that lesson and create an Understanding by Design (UbD) template (Wiggins & McTighe, 2005) where we used backward design to not only align our goals, assessments, and activities, but to also ensure that our desired results were met.
Creating our UbD Table:
Initially, we thought that the 3 Column Table and the UbD Tables were almost the same thing, but after careful inspection, we noticed the differences in their design and purpose.
(Source: https://mrscliffnotes.com/2021/07/15/fink-v-mctighe/)
By using Wiggins and McTighe’s (2005) UbD Template, we focus on 3 stages; Stage 1: Desired Results, Stage 2: Assessment Evidence, and Stage 3: Learning Plan. These three stages helped us utilize backward design in order to ensure that every lesson and activity aligned directly with our desired results.
Stage 1: Desired Results
In Stage 1: Desired Results, we established our goals, understandings, and essential questions. We also paid close attention to what students will know and what they will be able to do at the end of the unit.
Stage 2: Assessment Evidence
In Stage 2: Assessment Evidence, we considered the performance tasks and a variety of assessments that will provide evidence of the students’ understanding, which in turn will lead to our desired goals and results.
Stage 3: Learning plan
Finally, in Stage 3: Learning Plan, we planned specific learning activities that will enable students to achieve the desired results. This stage includes the “WHERETO” elements of effective lesson planning.
W= Where the Unit is going and What is expected?
H=Hook all students and Hold their interests
E=Equip students, help them Experience the key ideas, and Explore the issues
R=Rethink and Revise understandings
E=Evaluate work and its implications
T=Tailored and personalized to different needs, interests, and abilities
O=Organized to maximize engagement and effective learning
(Wiggins and McTighe, 2005.)
Our UbD Table below, in conjunction with our 3 Column Table, are prime examples of how we can create significant learning environments that are aligned and meet our desired results.
Conclusion
In conclusion, both the 3 Column Table and the UbD have helped us keep in mind the bigger picture, our BHAG and our desired results. These two design processes have helped us plan and create significant learning environments where students will have personalized instruction while providing them with choice, ownership, and voice through authentic learning opportunities (COVA). This will impact the implementation of our innovation plan and our teaching from this day forward.
Resources
Fink, L. D., PhD. (2003). A self-directed guide to designing courses for significant learning. Retrieved from https://luonline.blackboard.com/bbcswebdav/pid-3042999-dt-content-
rid30108308_1/courses/13583.201810/Self-Directed%20Guide%20to%20Course%20Design%20-%20Fink%20Summary.pdf
Harapnuik, D., Thibodeaux, T., Cummings, C. (2018). Choice, ownership, and voice through authentic learning [eBook]. Creative Commons License.
http://tilisathibodeaux.com/wordpress/wp-content/uploads/2019/04/COVA_eBook_Jan_2018.pdf
Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
