UBD Template

When comes to Finks 3 column Table and the Understanding by Design template, as much as they have their similarities, they equally have their fair share of differences. “The 3 Column table is essential a course map and when you add the notion of Jim Collin’s Big Hairy Audacious Goal (BHAG) you provide your learner their ultimate destination in their learning journey” (Harapnuik, 2016, para.8). This amazing tool gives you as the facilitators a great foundation for what to highlight in the development of your courses. The UBD on the other hand, doesn’t just serve as a beginning-to-end roadmap, but more like a trusty toolbelt to help work through the constant evolution of your learning environment as you introduce, alter, and grow your learning environment curriculum entities. “In practice, curriculum designers work from a copy of the template, supported by specific design tools and numerous filled-in examples of good unit designs. In this way, we practice what we preach with students; models and design standards” (Wiggins, 2008, p. 29). Bring both of these learning designs together, the purpose is to create learning environments that enable learners to have a complete understanding of a topic or subject beyond what can be asked on a test or read in a book. “Most U.S. teenagers study Algebra I and get passing grades. Yet NAEP (1988) results show that only 5 percent of U.S. adolescents perform well at tasks requiring higher-order use of Algebra I knowledge” (Wiggins, 2008, p. 64). This research provides just a small example of the issue that traditional teaching models have created and what tools like UBD and Fink’s 3-column table are trying to combat.  “For more than a decade in physics, specific tests have been developed and used as assessments targeting key misconceptions. The most widely used test, the Force Concept Inventory, provides a pre-and post-test instrument for measuring progress in overcoming the most common misconceptions” (Wiggins, 2008, p. 64). The utilization of these tools can ensure that as facilitators, our learners are developing complete usability of the knowledge they’re obtaining, and not acquiring discardable knowledge. “Practically speaking, we must begin to design assessments in recognition of the need for conceptual benchmarks, not just performance abilities” (Wiggins, 2008, p. 66).

As a facilitator, I have greatly appreciated both of these amazing resources and everything that they bring to the table. For me, UBD has been a great asset to utilize in really detailing and pinpointing exactly how I want to execute my innovation plan, but it also gives me a reference resource to utilize in further development or reshaping things I feel like I need to change course on or add to better serve my learners and the educational environment that they deserve. One example of this would be the group and individual social experiment I designed for the summer course utilizing G (goal) R (role) A (audience) S (situation) P (product or performance) S (Standard).  The assessment was created to allow the learner the opportunity to record, analyze, and then discuss their different experiences with utilizing their AAC devices outside the classroom and how they feel it benefits them the most. The GRAPS breakdown is as follows: G- interact with people in an informal setting (park, shopping, etc.) and a formal setting (cashier, waitress/waiter, etc.), R -be the initiator, Any person within the set guidelines, S- interacting with people who may or may not be familiar with AAC devices, P-a video and or audio recording of the interaction  S- an analytical discussion board created with your findings and feedback. The experiment is a way for learners to collaborate and come together through different and shared experiences. “Specifics of instructional planning—choices about teaching methods, sequence of lessons, and resource materials—can be successfully completed only after we identify desired results and assessments and consider what they imply. Teaching is a means to an end. Having a clear goal helps to focus our planning and guide purposeful action toward the intended results” (Wiggins, 2008, p. 31). For this reason, both of these tools serve not only as a great resource for us as facilitators but can also assist in helping learners buy into the personal long-term benefits that a course or innovation plan has for their overall education and life development.

References

Harapnuik, Dwayne. (2016, June 16). Mapping Your Learner’s Journey. Harapnuik.org. https://www.harapnuik.org/?p=6420

Wiggins, G. P., & McTighe, J. (2008). Understanding by design (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.