Understanding by Design (UbD)

Understanding by Design, or UbD, is an educational framework for curriculum design of a school subject, where planners look at the desired outcomes at the end of the study in order to design curriculum units, performance assessments, and classroom instruction. UbD is an example of backward design, the practice of looking at the outcomes first, and focuses on teaching to achieve understanding. There are three main components: Identifying Desired Result (Stage 1), Determining Acceptable Evidence (Stage 2), and Planning Learning Experiences and Instruction (Stage 3). 

Reflecting on the completion of both Fink's 3-column table and the Understanding by Design (UbD) Template, I find both frameworks to be invaluable tools in shaping my curriculum design process. Each model offers unique insights, yet they share commonalities in their focus on backward design principles, aiming to create meaningful learning experiences for my students.

Fink's 3-column table provides a holistic and broad view of the curriculum, allowing me to set ambitious goals and envision each unit as a "Big Hairy Audacious Goal" (BHAG). This approach resonates well with my planning process, particularly when crafting the scope and sequence for the entire academic course. As a core content teacher, the 3-column table proves most effective when outlining the overarching goals of a program. It aids in envisioning the cumulative impact of instruction, creating a roadmap for instruction that builds throughout the academic year. With the guiding aspects of its six categories of significant learning, which are foundational knowledge, application, integration, human dimension, caring, and learning how to learn, the lessons now encourage critical thinking, foster deep understanding, and provide meaningful applications in real-world scenarios.

Transitioning to the UbD Template, I appreciate the detailed focus it brings to specific learning goals and outcomes. This model excels in outlining individual weeks or lessons within a larger unit, similar to our Unit Overview in the curriculum resource. The UbD Template proves to be more effective when considering the specific details of activities and assessments for shorter timeframes. It helps in pacing, and classroom management, and ensures a deeper exploration of student thinking, aligning with the need for meaningful and authentic connections.

In designing a significant learning environment, both Fink's 3-column table and the UbD Template play crucial roles. Fink's model helps establish the overarching vision and goals for the entire curriculum, ensuring a cohesive and ambitious approach to instruction. On the other hand, the UbD Template refines this vision, providing a detailed roadmap for individual units, thus contributing to the creation of a comprehensive and purposeful learning environment.

As part of my innovation plan at the campus, these design help me deeper my understanding of designing a course or unit. Fink's 3-column table informed the initial stages of program development, guiding the establishment of BHAGs and the overarching vision for the curriculum. The UbD Template, with its detailed focus, aids in weekly planning, ensuring that each lesson contributes meaningfully to the larger goals outlined in the 3-column table. Together, these frameworks align further develop and enhance my innovation plan, fostering an environment where students engage in meaningful learning experiences and develop a deep understanding of mathematical concepts and showcasing their progress and achievements.

In conclusion, while Fink's 3-column table and the UbD Template differ in their scope and focus, they complement each other seamlessly in the curriculum design process. Fink's model sets the stage with ambitious BHAGs, while the UbD Template refines and details the path toward achieving those goals. Together, they contribute to the creation of a robust and purposeful learning environment for my 7th-grade students.