Unit 4: Understanding by Design (UbD)
The Understanding by Design (UbD) model takes a backwards approach to traditional instruction design methods. The concept is to think purposefully by identifying goals first, then how to attain them. There are three principle stages to develop this model of instruction to enhance quality and effectiveness of the curriculum.
- Initially, one must identify desired results through defined learning objectives and outcomes. The instructional designer must arouse critical thinking through essential questions, and determine what are the end-goals of comprehension.
- To determine acceptable evidence, educators must decide what ways are best to measure the student's attainment of the stated goals. This can be done through a variety of written traditional assessments such as an essay or formative such as quizzes, debates or discussions. Some educators prefer peer assessments so students can evaluate each other, or performance tasks such as visual or auditory presentations. Rubrics and criteria are outlined so students are aware of their expectations and how they will be analyzed.
- The planning of learning experiences is the design of the instructional activities and experiences that will be utilized for students to achieve their desired results. These can include a variety of resources and materials, integration of technology and interactive activities. It's important to make real-world connections so learns can relate their experience with practical application. Assessments can be embedded into the experience for feedback, and encourage reflection and discussion. Another important aspect is differentiation, adapting activities and experiences to the diverse needs of learners, be it extra support, additional or different materials.
Implications & Limitations
The UbD model encourages instructional designers to focus on the deeper understanding and purpose of their course, rather than just the content. The framework emphasizes the creation of authentic assessments that directly measure the targeted learning goals, promoting more relevant and meaningful evaluation, thus improving educator intentionality.
While focusing on the outcomes is essential for my course, I plan to allow for some flexibility in the learning process based upon my learners' needs. The UbD design process can sometimes limit this adaptation when there are emergent learning situations. An example would where students need more time on learning a particular method of language teaching, in which case other methods may need to be abbreviated or modified, thus altering the quantity or depth of outcomes. Additionally, it will be important to clearly define the learning objects to allow for the dynamic process of learning.
