Understanding by Design (UbD)

Understanding by Design (UbD)

Understanding by Design (UbD) is a backward planning approach and process to assist educators in developing curricula. The final objective, according to Jeremy/Racek forum, is to comprehend and then finish the UbD template utilizing a reverse planning approach. The framework primarily directs teachers by designing the curriculum backward. For instance, tutors must begin with what they want their students to comprehend before developing the evaluations (McTighe & Wiggins, 2013).

Formative and Summative Evaluations

Similar to Jeremy/Racek, Understanding by Design demonstrates the significance of formative and summative evaluations as integral parts of teaching and learning. The emphasis is on developing lessons and assessments that fit within the predetermined levels of comprehension. Both UbD, as well as summative and formative assessments, are aimed at development, learning, and continuous practice (McTighe & Wiggins, 2013). There a few distinctions derived from using the different checks for learning. Formative assessments give the teacher an insight into the level of mastery by the students. Methodologies such as questioning and discussion are examples of formative assessment. On the other hand, summative assessments evaluate the students’ performance at the end of the learning process. It is imperative to mention that teachers need to clarify the learning targets set for the students, the formative and culminating assessments and also provide evidence that their pupils have mastered the concepts studied (McTighe & Wiggins, 2013). To enhance high student achievement, the learning plan needs to be based on how the brain works and not just what needs to be learned.

Criticisms of UbD

Despite all the mentioned benefits of the various checks for learning, there are a number of criticisms that can be identified with it. To begin with, UbD narrowly defines its content and therefore, it leaves no avenue for flexibility outside this meticulously designed curriculum. For instance, it may prove difficult to assess students’ thoughts and feelings towards a certain topic. Another drawback is that UbD requires a lot of training and extensive professional development before and during its implementation.

Reference

McTighe, J., & Wiggins, G. P. (2013). Essential questions: Opening doors to student understanding. Alexandria, Va: ASCD.