Documente Academic
Documente Profesional
Documente Cultură
Samantha DiMatteo
Marygrove College
UbD Planning Experience 2
Creating units using the Understand by Design model helps ensure that
the appropriate goals and desired outcomes of each subject are met. In my
experience the UbD model has been a helpful tool both in the planning and the
execution of units.
more purposeful teaching than typical planning (p. 7). Focusing on the end
result allows for carefully designed lessons and efficient use of class time.
implementing each lesson of the unit. I have always considered what students
should know and understand, but in the past failed to anticipate any
student may not fully grasp a topic makes redirecting them towards the correct
solutions much easier. Lastly, I like how careful development of each essential
question supports learning that is not the product of rote recall. Wiggins and
McTighe (2011) note, Essential questions are ongoing and guiding queries by
which we make clear to students that true learning is about digging deeper (p.
15). When planning my unit I realized that each lesson has various layers, and
topic, they will be able to understand and apply what they have learned and
When planning for instruction, teachers in my building first meet with their
upcoming units, and which topics are the more relevant and which topics can be
omitted. Once key topics have been outlined and agreed upon each teacher
standards (p.4). The PLC group will discuss ways in which they feel each topic
discretion whether or not to use the feedback of others in creating their units
and lessons. Teachers that teach the same subjects have common prep time
and PLC minutes are relayed to our supervisor/principal for quarterly review. I
appreciate the value our district places on strong thoughtful planning because it
successful avenues we could use to better create and present our units,
implementing the curriculum; however, it lacks the structure, and certain useful
the planning process and aid in generating units that are more cohesive and
UbD Planning Experience 4
better address the most prevalent topics. UbD helps students with their ability
and McTighe (2011) explain, We need to include assessment tasks that call for
explanation and application. Students must not only give answers but justify
them, and they should be able to apply their recent learning to new but related
in teaching (p. 62). Although this task is a challenge it poses great benefits as
Sharing UbD with colleagues can pose its own set of issues because many
people are reluctant for change. Addressing the main components of this design
order to give teachers the confidence to embrace this design on a regular basis
solid examples of how to create and implement UbD units would give teachers
the confidence to utilize this method in their own classrooms. Tomlinson and
Imbeau (2010) note that staff development can: show teachers how to begin
addressing student variance, explain how to avoid pitfalls, and send the clear
message that even teachers who seem ahead of the game still have room to
grow (p. 68). Everyone can learn how to expand their current teaching
UbD Planning Experience 5
practices to better support their audience, and just as our students are varying
levels, so are we as teachers. After being informed of the UbD process PLC
groups could collaboratively create units that support the UbD format.
Additionally, administration could require that we submit an UbD unit plan prior
to the start of each unit in place of weekly lesson plans. Success in the
classroom.
UbD is a useful tool that when implemented can enhance the educational
experience for both teachers and their students. It can help us design lessons
that dont just teach facts, but knowledge, understanding, and transfer. Wiggins
and McTighe (2011) also state, The point of school is not merely to know things
but to become better at and more assertive about inquiry (p. 15). It is
imperative that we design our lessons in such a way that our students can
transfer their knowledge and the implementation of UbD can help us do exactly
this.
References
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating
high-quality units. Alexandria, Va.: ASCD.
Zander, R.Z., Zander, B.Z., (2000). The Art of Possibility. Boston, Mass: Harvard Business
School Press.
UbD Planning Experience 6