Learning Design Approaches Flashcards
UbD; Backwards Design, 5 Stage Model; Conversational Framework; 7Cs of Learning Design; ADDIE Model
Accredited with first promotion of Backwards Design.
Wiggins & McTighe (2004) Understanding by design.
Backwards Design explained
A learning design approach that focuses on desired results (learning outcomes); how these will be evidenced (assessment), and how students can experience & practice what they learn (learning activities).
Two reasons to use Backwards Design
- To enhance student learning by centering the student in the design process.
- To provide a framework for self-reflection on teaching practice.
Three key steps when using Backwards Design.
Hint: OAA
- Identify desired results (OUTCOMES)
- Determine acceptable evidence (ASSESSMENT)
- Plan learning experiences & instruction (ACTIVITIES)
How does the Backwards Design approach conceive “understanding”?
Not merely as knowledge of facts, but as using facts and logic to create insightful connections.
Understanding by Design (UbD) explained
A learning design approach related to Backwards Design, that offers a planning process and structure to guide curriculum, assessment, and instruction.
UbD accreditation
McTighe & Wiggins (1999) Understanding by Design professional development workbook.
Two key ideas of UbD
- Focus on teaching and assessing for understanding and learning transfer,
- Design curriculum “backward” from that focus
Seven tenets of UbD
Hint: (please-forget-unicorns-while-cooking-red-crabs)
- (PLAN) Think purposefully about curricular planning
- (FOCUS) on students’ ability to effectively use content knowledge & skill
- (UNDERSTANDING) is reached when students autonomously make sense of and transfer their learning through authentic performance
- (WORK BACKWARD) from long-term, desired results
through a three-stage design process (Desired Results, Evidence, and Learning Plan) - (COACH) for understanding
- (REVIEW) units and curriculum against design standards.
- (CONTINUAL IMPROVEMENT)
Six facets of understanding in UbD
Hint: [every-irish-adult-speaks-english-sentences]
The capacity to:
- Explain
- Interpret
- Apply
- Shift perspective,
- Empathize, and
- Self-assess
Four key questions in UbD Stage 1 (identify desired results)
- What should students know, understand, and be able to do?
- What is the ultimate transfer we seek as a result of this unit?
- What enduring understandings are desired?
- What essential questions will be explored in-depth and provide focus to all learning?
What is a “transfer goal” in UbD?
The thing a student should be able to do as a result of attaining understanding.
EXAMPLE: Apply mathematical knowledge, skill, and reasoning to solve real-world problems.
How are “essential companion questions” used un UbD to facilitate learning transfer?
Essential companion questions engage learners in thoughtful “meaning making” to help them develop and deepen their understanding of important ideas and processes that support learning transfer (learning into doing).
EXAMPLE: Great literature explores universal themes of human existence and can reveal truths through
fiction. SO: How can stories from other places and times relate to our current lives?
Three key questions in UbD Stage 2 (assessment)
- How will we know if students have achieved the desired results?
- What will we accept as evidence of student understanding and their ability to use (transfer) their learning in new situations?
- How will we evaluate student performance in fair and consistent ways?
How have you used UbD?
When designing the COLLECTIVE BARGAINING course, I used UbD to make sure that content and delivery remained learner-focused with a strong enmphasis on learners being able to transfer learning into things they could do (e.g. access CCA protections; form & maintain a bargaining group). I thought about how I would assess understanding and then worked out what activities could best be used to coach understanding.
