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Photo by Perry Wunderlich and Enric Cruz López

IDT200x

Understanding by Design Model

According to UbD developers Wiggins and McTighe, the intended outputs of instruction should inform the course design. This prioritizes student learning and understanding rather than the course content. Establishing the purpose of activities up front allows for a more intentional design. 

 

Once desired outcomes are defined, instructors develop assessments and tasks that help gauge and measure degree of outcome achievement. It is after assessment methods are established that actual instructional activities and materials are designed. More on the three stages...

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Explore the Strengths and Weaknesses of Understanding by Design (UbD) model in Higher Education here.

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Also this week, the Instructional Design Document (IDD)  for the minicourse, Bento Journey, features its Course Objective.

Background photo by Berk Ozdemir

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3 Stages of Understanding by Design

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01

Defining Goals

(Transferrable Knowledge)

What are the desired results and abilities (performative)?

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The Goal 

The knowledge gained in the course should be applicable in the real world. The first stage seeks to foster open ended questions and higher order thinking skills. Students should be able to apply content in a different (real world) context. Ultimately, students should be independent in applying their learning.

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Teacher's Role

Teacher functions as coach. They select the skills and abilities they feel students need to succeed in the subject. As coaches, how to facilitate understanding; how players are to demonstrate mastery

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"By the end of this course, students will be able to...​
will know...
be skilled at..."

02

Evidence

What sort of evidence is acceptable? According to Wiggins and McTighe, this evidence comes in the form of  six facets of understanding.

 

From the teacher's perspective, the goals are the big ideas which provide the framework for:

  • skills and knowledge employed,

  • essential questions posed to gain an understanding, and

  • transfer of knowledge outside.​

 

Criteria-based evaluations which reflect unit goals and competencies required enable autonomy.  Four types of criteria include impact, content, quality, and process.

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Authentic tasks are key to measuring understanding. The acronym GRASPS lays out the parts that make up them up.

03

Learning Plan
Learning Plan

How do we align learning plans with learning goals that are engaging and effective? In the learning plans, instructors need to consider:

  • different learning styles and preferences

  • materials and resources required to accommodate differences

  • technological solutions (media, interactive)

  • differentiating between various learner levels

  • assessments integrated into learning

  • reflection and discussion that can be integrated into learning

  • real-world application

Consider the WHERETO acronym to support the planning process.

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Code learning activities according to type:

  • Acquisition (A) – foundational facts and skills that enable higher stages of learning

  • Meaning-making (M) – making meaningful connections, matching theories with related content and considering implications

  • Transfer (T) – gaining autonomy in applying learning to new contexts with instructor as coach

 

Further, the goal should be ever transparent to students with SMART learning objectives (specific, measurable, attainable, results-focused, and time bound), applying WHERETO.

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Six Facets of Understanding

Wiggins and McTighe's have six capabilities that they believe demonstrates understanding: the ability to...​

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  1. Explain
  2. Interpret
  3. Apply and adjust
  4. Have perspective
  5. Show empathy
  6. Demonstrate self-knowledge

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Further, authentic tasks that measure understanding are made up of features demonstrated by the acronym,

GRASPS...

02

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WHERETO?

Here's another handy mnemonic device to create those engaging learning experiences:

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W – Where & Why?

Direct student understanding by placing it in the context of where headed and from whence they came. Why is this understanding essential?
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03

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Implications of the Understanding by Design Model (UbD) for Instructional (Learning) Design

UbD works backgrounds to ensure course content considers the end goals first. In UbD, the takeaway and use in a new context are signs of success. UbD makes a lot of sense for andragogy-oriented online learning where objectives are presented from the beginning.

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When lessons are presented online, students need self-motivation to engage. Having a clear goal with a course that's clearly mapped out from the beginning enables learners to feel empowered and motivated to reach its end. In andragogy-oriented course design, the course needs to present takeaways from the beginning for learners to see its application in the real world.

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Adults are also very capable of higher order thinking and can engage with the bigger picture from their own experience. As the student tailors the course to speak to their needs and desires, could add to further engagement and co-authorship of the learning experience.

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Assessments in step two can further provide check ins for knowledge acquisition. All three types of learning can be encouraged throughout: acquisition, meaning-making, and transfer, as all three components are essential facets of learning new content.

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Works cited

“Course Learning Outcomes.” Course Map Guide, www.coursemapguide.com/learning-outcomes. Accessed 10 Nov. 2023. 

 

edX. “Week 4: Understanding by Design.” USMx LDT200x, taught by Andrew Pron. UMGC. 2023, https://learning.edx.org/course/course-v1:USMx+LDT200x+3T2023.

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Mcdaniel, Rhett. “Understanding by Design.” Vanderbilt University, Vanderbilt University, 10 June 1970, cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/. 

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Poston, Leann. “UBD Stage #1: Defining Goals.” LTP Creative Design, LLC, 21 Feb. 2021, ltpcreativedesignllc.com/2020/02/21/understanding-by-design-stage-1/. 

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Poston, Leann. “UBD Stage #2: Assessments.” LTP Creative Design, LLC, 21 Feb. 2021, ltpcreativedesignllc.com/2020/02/21/understanding-by-design-stage-2/. 

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Poston, Leann. “UBD Stage #3: Assessments.” LTP Creative Design, LLC, 21 Feb. 2021, ltpcreativedesignllc.com/2020/02/21/understanding-by-design-stage-3/. 

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