As I made an UbD Template, I found myself thinking more about what I would teach and how I would help people learn. The UbD structure has been a helpful guide.
The UbD framework supports a backward design model, which is a method of design in which you start with the end in mind. In other words, I had to make sure I knew the learning outcomes and what kind of assessment evidence would show if those outcomes were met before I could even think about what activities the teachers would do. Backward design encourages teachers
and curriculum planners to first think like assessors before designing specific units and lessons (Wiggins, G., & McTighe, J. 2005).This new way of looking at things opened my eyes and made me think carefully about the point of each part of the learning unit and how it fits into the whole.
Making the UbD Template was like drawing a picture of the perfect learning method. I had to picture where I wanted my adult learners to end up—with the information and skills they should have—and then plan a backward route. The design template helped me as I worked through this process. It helped me see how the whole learning experience I was making would fit together, ensuring that all of the parts, like the goals, assessments, and tasks for teaching, were in sync. I also had to think about how the piece I was making would fit into schooling, ensuring it wasn't just one experience but a part of a learning progression. This all-around view is important for planning professional development because it means that each learning experience needs to be good on its own and help people get better at what they're doing.
Looking into the UbD framework was like talking to experienced teachers who helped me figure out how to plan my lessons. This turned into a reference guide that I will use not only for this lesson but also in the future. I learned from the book how important it is for curriculum design to be consistent and for each part to help students understand and remember what they have learned. The UbD Template is not just a planning sheet; it's a strategy framework that encourages people to think of new ideas. It forces teachers to keep questioning and improving ​ that we stay focused on helping people understand.
Finally, using the UbD Template, I not only made a detailed plan for a unit of study but also changed the way I think about things so that they are more aligned, coherent, and clear. This backward design process has not only helped me get better at planning but also changed the way I think about how to create important and new learning experiences.
Understanding Backwards Design and Three Column Table Reflection
​The Understanding by Design (UbD) Template and Fink's 3 Column Table are both important models in the field of curriculum design, but they each have their own way of making learning experiences. I've had the chance to look into both methods, and this comparison has given me a bigger picture of how to make learning spaces.There are three main parts to Fink's model: Learning Goals, Feedback and Assessment, and Teaching and Learning Activities. The model is based on Significant Learning Experiences. One of the best things about the 3 Column Table is how simple it is. This makes it very easy to find and use. It tells teachers to look at the learning goals as a whole and make sure that tasks and tests are directly related to these goals.Fink's Model of Significant Learning is used to guide the learning goals. It includes basic knowledge, application, integration, the human factor, caring, and learning how to learn. This plan works especially well when the goal is to encourage deep learning and make sure that students don't just learn facts but also learn a wider range of values and skills.
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On the other hand, the UbD structure is based on the idea of "backward design" and is more specific. There are three parts to it: Desired Results, Evidence, and Learning Plan. UbD tells educators to begin by figuring out what they want to achieve, then think about the proof they need to show that students have learned, and finally plan the tasks that will help students learn. The UbD Template tells teachers to think about the "big ideas" they want their students to understand and base their lessons on important questions that encourage students to ask more questions and gain a better understanding. It also stresses the idea of transfer, which means that students can use what they've learned in different and new situations.
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When you look at them side by side, Fink's model seems to be more user-friendly. This can be especially helpful for quickly creating course summaries that still keep the focus on important learning. With its detailed three-step process, the UbD Template covers a lot of ground and might be better for making complicated units or classes where understanding is key and learning is transferred. Both methods have helped me a lot in my work as a learning environment designer. I've learned from Fink's method how important it is to combine different types of learning to make the experience more rewarding. In the meantime, UbD has helped me learn more about how to match curriculum design, which makes sure that every part of my teaching serves the clear learning goals I set at the beginning. Fink's 3 Column Table made me think more about how learning experiences affect students in areas other than academic material. Innovation isn't just about efficiency or technology; it's also about how people learn. For example, the focus on the human factor and caring has helped me remember this.By using ideas from both Fink's and UbD's models in my teaching, I can make my innovation plan stronger and more flexible. Not only will my plan be organized and have clear goals, but it will also be relevant, interesting, and usable in real life, which is what real progress in education is all about.
Reference
Fink, L. D. (2005). A self-directed guide to designing courses for significant learning. Retrieved from: https://www.deefinkandassociates.com/GuidetoCourseDesignNov30.pdf
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Mughal, Z. (2019, October 30). UbD Stage 3: Plan Learning Experiences through WHERETO (Series 4 of 4). Carthage College. Retrieved December 5, 2021, from https://www.carthage.edu/live/blogs/132-ubd-stage-3-plan-learning-experiences-through
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Tomlinson, C., & McTighe, J. (2006). Integrating differentiated instruction and
Understanding by Design: Connecting content and kids. Alexandria, VA: ASCD.
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Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded second ed.). Alexandria, Virginia: Association for Supervision and Curriculum Development
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Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-
quality units. Alexandria, VA: ASCD.