Understanding by Design
Designing a lesson requires careful consideration and thought. Although starting from the end may not initially seem intuitive, in lesson design, the ultimate goal is to achieve the desired outcome. As stated in Understanding by Design, the focus should be on the desired learning outcome, which guides the teaching approach (2005).
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In line with this principle, I utilized Fink's 3 Column Table (2003) to create a course aligned with the goals of my Innovation Plan. The plan aims to establish an effective learning environment for foreign language students through a blended learning approach, combining classroom and online resources. Fink's backward design process emphasizes the importance of starting with clear end goals during the planning phase, providing clarity to educators and learners about the intended results.
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Fink's model incorporates essential elements such as analyzing situational factors, setting learning goals, designing feedback and assessments, and selecting teaching and learning activities. These components are interconnected, emphasizing their interdependence. The advantage of this model is its ability to create a cohesive course that aligns activities with overarching learning objectives. By employing a 3 Column Table in designing my course, I took a comprehensive view of its components to achieve the ultimate goal, termed as a Big Hairy Audacious Goal (BHAG). The 3 Column Table outlines the essential elements needed to design an integrated plan. (2003)
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Similarly, the Understanding by Design (UbD) methodology incorporates several components shared with the 3 Column Table but with more detail. Where the 3 Column Table gives a high-level view of the course and its overarching goal, UbD provides a more practical and useful approach to course design. While UbD's overarching goal can also be broad, the learning plan it establishes is more detailed and focused. UbD elaborates on the learning plan to help organize the material, aiding teachers and students in understanding expectations and recognizing how the information is interconnected. It helps specify what students should understand, know, and know how to do. (2005).
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Both approaches facilitate the development of an integrated course structure, empowering learners by providing a roadmap for them to take ownership of their learning journey. The UbD template, as presented by Wiggins and McTighe (2005), offers a more thorough and comprehensive framework, allowing educators to systematically align the components of a unit. Investing more effort upfront through this method reduces the need for extensive planning later on, enabling educators to dedicate more time to observing and assessing students' progress.
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Both design processes have influenced how I will approach lesson planning moving forward. The 3 Column Table serves as an excellent tool for crafting lessons by starting with a BHAG and aligning the concepts to meet that goal. The high-level overview of the lesson will give me a clear view of the overarching goal I want my students to achieve. Conversely, UbD takes this concept further by providing the level of detail necessary to create a coherent lesson that aligns seamlessly with the overarching goal. UbD serves as a practical guide for teachers on how to navigate the teaching process effectively because of the level of detail it requires. I believe that both approaches will help me with designing lessons that align with my Innovation Plan.
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Fink, L. D. (2003). A Self Directed Guide to Designing Courses for Significant Learning.
Wiggins, G., & Mctighe, J. (2005). Understanding by Design, Expanded 2Nd Edition. Danvers, MA: Association for Supervision and Curriculum Development.
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