Unit 4: Understanding by Design (UbD)
The Backward Design Framework
UbD (or Understanding by Design) is an instructional design framework used to create effective, student-centered instructional plans. This framework is designed with the end in mind. Meaning, IDs identify what learners should be able to do/achieve first and then create assessments, and last instructional content and tasks that help achieve the learning outcomes.
There are seven principles of this framework:
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Educators must think purposefully to enhance learning experiences.
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Deepening student understanding and knowledge transfer is the primary focus of the curriculum and instructional development process.
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Understanding is acknowledged when students can perform authentic assessments.
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Effective curriculum is planned backward using the three stage process (mentioned below).
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Teachers need to focus on coaching for better student understanding, not only providing instruction.
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Units and curriculum need regular reviewing to enhance quality and effectiveness of the learning content.
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UbD is a continual improvement approach to ensure student learning is maximized.
Key Researchers
Dr. Grant Wiggins
Key Researcher
"To begin with the end in mind means to start with a clear understanding of your destination."
— Grant Wiggins
Jay McTighe
Key Researcher
"The brain is always changing, as a result of environment and experience."
— Jay McTighe
Applying UbD to My Mini-Course
The UbD framework is the most effective blueprint for my mini-course because it forces a 'results-first' mindset in addition to it being learner-centered.
My mini-course is centered on procedural mastery, or what learners can achieve in the real-world. Starting at the end, I can identify what I want learners to be able to achieve, then design the authentic assessment, and lastly create three modules centered around the desired learning outcome.
Stage 1: Identify Desired Results
Establish goal(s)
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Learners will independently create a budget-conscious travel itinerary.
Enduring Understandings
Learners will understand that:
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Successful travel planning is a repeatable approach.
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The ability to filter data and do research is more valuable than only have data/information.
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Travel terminology and how-to navigate travel websites and booking sites.
Stage 2: Determine Assessments
Performance task(s)
Learners will utilize their digital toolkit to:
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Create a budget using Excel/Sheets
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Source credible travel sources (e.g., excursion companies, local guides)
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Curate a detailed itinerary/plan on travel destination(s)
Stage 3: Plan Learning Experience
This mini-course will be broken into three modules each embodying real-world connections and discussions through the forums, technology integration, and resources to support learning.
Strengths & Limitations
Strengths
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Student-centered
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Helps create more effective lessons and content because the desired outcome is defined.
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Flexible and adaptable because of revision of content, ensuring it meets the defined learning outcomes.
Limitations
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Time-consuming to implement
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Requires various resources, constant development, and updates to educational material.
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Designing authentic assessments can be challenging for more novice educators or designers.
References
University of Maryland Global Campus. (2024). Application of UbD in education and training. Brightspace.
University of Maryland Global Campus. (2024). Identifying course learning outcomes. Brightspace.
University of Maryland Global Campus. (2024). Overview of understanding by design (UbD). Brightspace.
University of Maryland Global Campus. (2024). Seven tenets of the UbD framework. Brightspace.
University of Maryland Global Campus. (2024). Strengths and limitations of UbD. Brightspace.
University of Maryland Global Campus. (2024). UbD stage 2: Determine acceptable evidence (assessment). Brightspace.
University of Maryland Global Campus. (2024). UbD stage 1: Identify desired results (outcomes). Brightspace.
University of Maryland Global Campus. (2024). UbD stage 3: Plan learning experiences (activities). Brightspace.