UbD Design Template

BHAG (Big Hairy Audacious Goal):

From Aligning Outcomes, Assessment, & Activities

To develop self-motivated, reflective online learners who recognize opportunities for further growth and model them effectively, both independently and through professional learning communities.

Finks 3 Column Table - UbD Comparison

Fink (2003) provides examples and guidelines for creating courses that provide significant learning experiences by using a 3-column table. The taxonomy of significant learning tells us that significant learning comes from combining foundational knowledge, application, integration, human dimension, caring, and learning how to learn. The 3-column table allows us to look at courses to analyze areas that may be over or under-represented. This table focuses on the learner instead of the content and provides authentic experiences for all learners. It does not focus on only getting learners to “know” information but allows for understanding and the ability to use the information within the world.

The Ubd or “Understanding by Design” template is designed in reverse of what would be considered a normal design plan. It is described as a “backward design” and begins with identifying the desired results, followed by determining the evidence, and finally planning the learning experiences and instructional techniques. This template is approximately three pages, includes three stages, and provides essential questions, established goals, and a detailed learning plan. It defines what a student should understand and create, as well as how learning activities are assessed and connected to the set goals. By working backward, the goals are kept in mind and every part of the process is created to ensure the desired results. Learners and educators in this process are fully aware of what the end goals are.

I believe that both the 3-column table and the UbD template offer effective ways to design meaningful courses for learners. The 3-column table is useful to see the larger goal and to ensure that significant learning is reached by balancing all areas necessary, and UbD is useful in looking at the smaller details and focuses that the learner will focus on as they move through the course. UbD requires more detail and focus, but I feel that using both would offer the greatest benefits when designing courses. Beginning with Fink’s 3-column table and detailing it out into the UbD design would be the best approach.

Adapted from Fink 2013

Reflection

In reflection, I enjoyed using both the 3-column table and the UbD template. I felt they worked well together and will be useful in designing significant learning experiences in the future. When I began to look at examples and do the readings from UbD I was dreading jumping into creating it. I was reminded of the long, drawn-out lesson plans I completed as an undergraduate. I was thrilled to find that it was not what I expected. This template focuses on what is important and gives the guidelines needed to focus on the learners. It builds confidence that the plan will result in growth and learning that is not just teaching knowledge but offering chances for authenticity. I learned a significant amount while working through the templates. I have a thorough understanding of how this course will benefit my Innovation Plan and how to facilitate it in a way that all learners benefit from it. I believe that using both design processes together will create a significant learning environment where COVA will shine and learners will have a deeper understanding of "the Why" behind the change being created.

References

L Dee Fink. (2003). A Self-Directed Guide to Designing Courses for Significant Learning Designing Courses for Significant Learning. https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf

Quality Online Teaching. (2022). National Standards for Quality Online Learning. https://www.nsqol.org/the- standards/quality-online-teaching/

Wiggins, G. P., & McTighe, J. (2005). Understanding by Design (2nd ed.). Association For Supervision And Curriculum Development.