UNDERSTANDING BY DESIGN

Backward Design for Learning-Focused Units

Understanding by Design (UbD), developed by Grant Wiggins and Jay McTighe (2005), is a framework that focuses on backward design, a process that starts with the end goals—what students should know and be able to do by the end of the course—and works backward to create assessments and learning activities that align with those goals. This approach ensures that every aspect of the curriculum supports the desired learning outcomes and fosters deep understanding.

In an institution where teachers take on the role of curriculum designers, it’s essential to have a strong grasp of how to create and implement high-quality curriculum. UbD provides a structured way to ensure that the learning process is intentionally designed, focusing on how to help students achieve key learning outcomes. UbD follows three key stages:

1. Identify Desired Results (Learning Goals): In this stage, clear and measurable learning outcomes are defined. Teachers identify what students need to understand and be able to do by the end of the unit or course.

2. Determine Acceptable Evidence (Assessment): This stage involves developing assessments that directly measure whether the learning goals have been achieved. These assessments provide evidence of students' understanding and their ability to apply what they’ve learned in meaningful ways.

3. Plan Learning Experiences and Instruction: The final stage involves designing the learning activities and instructional strategies that will guide students toward meeting the goals. These activities should engage students, encourage critical thinking, and align with the assessments.

The UbD template encourages educators to begin with the end in mind, focusing first on the desired results and the evidence of learning before planning the specific learning activities. This approach promotes a deeper understanding by ensuring that the learning process is aligned with the outcomes.

In my curriculum design, I initially used Fink’s 3-Column Table to provide an overview of the unit. Fink’s model helped me consider various situational factors affecting the course and create a more holistic learning experience. It encouraged me to not only address foundational content but also incorporate opportunities for students to apply their learning in real-world contexts, integrate across disciplines, and engage in reflective thinking. This approach ensured that I created a significant learning environment, rather than a linear one.

Using this foundation, I transitioned to the UbD template. The UbD design starts with an overarching goal that drives unit planning, followed by essential questions and student understandings. Stage 2 focuses on identifying evidence of learning, while Stage 3 details the learning events and instructional strategies. This sequence ensures that all components of the unit align with the overarching learning goals.

In the learning events, I focused on designing activities that support my Innovation Plan, which integrates a blended learning model. Although technology is used throughout the unit, the emphasis remains on learning. Technology serves as a tool to help students access or demonstrate their learning, ensuring that the primary focus is on the development of their knowledge and skills.