Understanding by Design

Understanding by Design (UbD) is an educational framework developed by Grant Wiggins and Jay McTighe that emphasizes a backward design approach to curriculum planning. The primary goal of UbD is to enhance student understanding by focusing on the creation of meaningful learning experiences. In this model, educators begin the curriculum design process by "beginning with the end in mind" through identifying desired learning outcomes and essential questions. Subsequently, they plan assessments and instructional strategies to support those outcomes. UbD encourages educators to prioritize deep understanding over rote memorization, emphasizing the importance of connecting new knowledge to existing understandings. This approach helps ensure that learning experiences are purposeful, engaging, and aligned with long-term retention goals. UbD has gained popularity for its effectiveness in promoting student comprehension and retention while providing a structured framework for educators to develop well-rounded and meaningful curricula.

Fink's (2013) 3 Column Table presents a simplified approach to outcomes-based planning, organized into three columns: significant learning outcomes, teaching and learning activities, and assessment. Its ease of use and student-centered focus make it an accessible tool for teachers new to outcomes-based teaching and for designing individual lessons or units (Fink, 2013). In contrast, UbD offers a more comprehensive framework for designing rigorous and effective instruction, encompassing three stages that encompass identifying desired results, determining acceptable evidence, planning learning experiences, analyzing evidence, using results to improve teaching, and refining understanding of desired results (Wiggins & McTighe, 2005). Its thoroughness and standards alignment make it well-suited for teachers seeking to delve deeper into outcomes-based teaching and for planning entire courses or curriculum (Wiggins & McTighe, 2005).

While both curricular planning frameworks are different, they share a common goal of enhancing student learning through outcomes-based education. They differ in structure, emphasis, and suitability for various planning contexts. The choice between the two depends on the teacher's preferences, experience, and the depth of planning required. Fink's 3 Column Table offers a streamlined approach for quick and easy planning, while UbD provides a more elaborate framework for designing in-depth curriculum. Both methods can contribute to meaningful student learning when implemented effectively.

Here are some specific scenarios where UbD would be a good choice for unit planning:

When developing new or revised units: UbD's structured approach to backward design provides a clear roadmap for creating units that are well-aligned with learning objectives, assessments, and teaching activities.
When aligning units with standards or curriculum frameworks: UbD's emphasis on identifying desired results ensures that units are aligned with state standards, national curriculum frameworks, or other relevant guidelines.
When designing units for high-impact learning: UbD's focus on transferable skills and deeper understanding helps create units that promote authentic learning experiences and foster long-term retention.
When collaborating with colleagues on unit planning: UbD's clear and structured framework facilitates effective collaboration among teachers, promoting consistency and shared understanding of learning goals.
When planning units that require cross-disciplinary integration: UbD's emphasis on identifying enduring understandings helps connect learning across different subject areas, promoting thematic integration and a holistic approach to education.

Here are some specific scenarios where Fink's 3-Column Table would be a good choice for unit planning:

Quick and easy planning is needed: The table's concise structure allows for rapid unit planning, making it particularly useful when time is limited or during initial lesson planning stages.
Focusing on key learning outcomes is essential: The table's emphasis on identifying significant learning outcomes helps prioritize the essential knowledge, skills, and understanding students should gain from the unit.
Aligning assessments and activities is prioritized: The table facilitates aligning assessments and teaching and learning activities with the specified learning outcomes, ensuring coherence and purposefulness in the instructional design.
Planning individual lessons or units is the goal: Fink's 3-Column Table is well-suited for designing individual lessons or smaller units, providing a manageable framework for organizing learning experiences.
Teachers new to outcomes-based teaching: The table's simplicity and student-centered focus make it an accessible tool for teachers new to outcomes-based education, providing a practical approach to unit planning.

Fink's 3-Column Table serves as a valuable tool for quick, outcome-focused unit planning, particularly for individual lessons or units and for teachers new to outcomes-based teaching. Its emphasis on aligning learning outcomes, assessments, and activities ensures instructional coherence and student-centered learning. For more in-depth unit planning, particularly when developing entire courses or curriculum, UbD provides a more elaborate framework for designing rigorous and effective instruction. UbD is a valuable tool for planning units that are well-designed, standards-aligned, and promote deep understanding and transferable skills. Its structured approach and emphasis on backward design make it a suitable framework for both individual teachers and collaborative planning teams.

Overall, learning about Fink's 3-Column Table and Understanding by Design has empowered me to design learning environments that align with the goals of my Project-Based Learning (PBL) within a blended learning environment innovation plan that foster meaningful, learner-centered, outcome based, learning experiences. Creating within these two frameworks has significantly enhanced my ability to design effective learning environments, which will prove invaluable in implementing my innovation plan for Project Based Learning (PBL) in a blended learning setting. The combination of these two design processes has equipped me with the necessary tools and skills to effectively design learning environments that promote active learning, collaboration, and problem-solving, all of which are essential for a successful PBL implementation. Initially I will begin with Fink's 3 column table for the broad overview of the innovation plan. That will ensure I don't miss any of the foundational pieces as I strategically lay them out throughout the course of a year. Then, I will use that 3-Column table as the basis to create a more in depth plan using the Understanding by Design as I enroll teachers or grade level teams where it can be personalized to their specific curricular needs using their digital tools of choice. Additionally, I plan on using both templates as tools to help teachers design their Project-Based Learning units throughout their curriculum. We will begin with Fink's 3 Column Table and then as they progress in that type of learning approach, gradually transition to the UbD template. The example below shows how I took my 3-Column Table and then used that as the outline to create by UbD plan for a preschool team incorporating a bilingual instructional strategy of "Preview View Review (PVR)" to enhance oral language development and how Seesaw supports that learning in the classroom for a Professional Learning unit over six sessions. I kept the terms general intentionally, in case I wanted to use this design and approach to integrate Seesaw into a different grade level with a different curricular focus.

References

Fink, D. L. (2013). Creating significant learning experiences: An instructor's handbook (2nd ed.). Jossey-Bass.

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). ASCD.