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When creating a significant learning environment it is necessary to create significant learning experiences and opportunities that are learner-centered with inquiry, collaboration, digital learning, COVA, accountable talk, and more. In doing so, development of a plan should take into account how that plan will align with specific outcomes, assessments and activities, to enhance the learners ability to make meaningful connections while learning authentically. In the 21st century, educators have a responsibility to help students develop 21st century skills that include collaboration, communication, critical thinking, problem solving , creativity and innovation, which set students up to be lifelong learners. These concepts align with my innovation plan, where students develop and utilize an ePortfolio to showcase their connections to learning while being able to reflect and provide authentic evidence of their skill development. In building and using Portfolios, students will have the creative freedom of choice, ownership, voice, and authentic learning opportunities.

 

Prior to developing my UbD template I created a 3 column table, which utilizes details outlined in L.D. Fink’s PDF, A Self Directed Guide to Designing Courses for Significant Learning, which serves as a valid resource to plan out units for students creating and managing ePortfolios. After reading through Wiggins' and McTighe's book Understanding by Design (UbD), I was able to use their  backwards design template to further develop out parts of my lesson, initially unveiled in my 3 column table. The 3 column table and UbD Template both align outcomes, activities, and assessments and contribute to creating significant learning environments through backwards design.

 

Fink’s strategy and approach towards backwards design, includes the use of a 3 column table, and of broad view in connection to an overarching goal. By using my information in my 3 column table, I was able to dig deeper into my outcomes to create a specific plan, which is referred to as an UbD Template. Completing the Ubd Template, allows for a deeper look into how the outcomes shown in the 3 column table would be reached, and is broken down into 3 stages- desired results, assessment evidence and learning plan. 

 

With the UbD template, an importance is placed on the establishment of long term goals which places the emphasis on understanding rather than just simply knowing information. Wiggins and McTighe (2005) argue that "the greatest defect in teacher lesson plans...is that the key intellectual priorities - deep understandings of transferable big ideas, and competence at core performance tasks - are falling through the cracks of lessons, units, and courses devoted to developing thousands of discrete elements of knowledge and skill, unprioritized and unconnected" (p. 58). The UbD Template places the emphasis on the goals and reestablishes the need for learning to be both meaningful and memorable in order for authentic connections to be made.

 

I found benefits in using both designs to develop and explore my unit planning process. With both frameworks the goal is examined first, and the planner or teacher then works backwards to develop their plans. However, with the Ubd Template, the focus is narrowed to specific learning goals, while diving a bit deeper into them. It is also more detailed and places a focus on student metacognition. On the contrary, the 3 column table takes into consideration background information, such as the learning environment, situational factors, and questions for formulating significant learning goals to get educators thinking, which is helpful with developing a course from a more holistic view. Personally I liked using both tools. Starting with the 3 column table allowed me to consider all factors and develop a BHAG, that outlines my outcomes, assessments and activities that will be used. While creating the UbD Template gave me a closer look at my goals and a deeper development of my initial plan. Both frameworks essentially work together to help create a significant learning environment for my students.

 

References

 

Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. San Francisco: Jossey-Bass.

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Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded second ed.). Alexandria, Virginia: Association for Supervision and Curriculum Development.e