UbD Planning Experience 1

Module 6 Application Assignment

UbD Planning Experience

Samantha DiMatteo

Marygrove College
UbD Planning Experience 2

Creating units using the Understand by Design model helps ensure that

the appropriate goals and desired outcomes of each subject are met. In my

experience the UbD model has been a helpful tool both in the planning and the

execution of units.

One of the most beneficial components of my UbD planning experience is

the concept of working backwards. Wiggins and McTighe (2011) explain,

backward design as we frame it results in more clearly defined and wisely

blended short-term and long-term goals, more appropriate assessments, and

more purposeful teaching than typical planning (p. 7). Focusing on the end

result allows for carefully designed lessons and efficient use of class time.

Additionally, identifying common misconceptions is particularly helpful when

implementing each lesson of the unit. I have always considered what students

should know and understand, but in the past failed to anticipate any

misconceptions that could arise. Being prepared for a situation in which a

student may not fully grasp a topic makes redirecting them towards the correct

solutions much easier. Lastly, I like how careful development of each essential

question supports learning that is not the product of rote recall. Wiggins and

McTighe (2011) note, Essential questions are ongoing and guiding queries by

which we make clear to students that true learning is about digging deeper (p.

15). When planning my unit I realized that each lesson has various layers, and

by expanding on each of these layers my students wont just be exposed to each

UbD Planning Experience 3

topic, they will be able to understand and apply what they have learned and

therefore see the value in each lesson.

When planning for instruction, teachers in my building first meet with their

Professional Learning Community (PLC) and consider such factors as the

curriculum and upcoming state exams. This is followed by discussions of

upcoming units, and which topics are the more relevant and which topics can be

omitted. Once key topics have been outlined and agreed upon each teacher

proceeds to develop and implement their lessons individually. Unfortunately, as

Wiggins and McTighe (2011) explain, instruction is often focused on superficial

coverage of lots of content as specified by national, state, and provincial

standards (p.4). The PLC group will discuss ways in which they feel each topic

could best be addressed, but ultimately it is up to each persons individual

discretion whether or not to use the feedback of others in creating their units

and lessons. Teachers that teach the same subjects have common prep time

and PLC minutes are relayed to our supervisor/principal for quarterly review. I

appreciate the value our district places on strong thoughtful planning because it

contributes to effective classroom instruction, however, there are more

successful avenues we could use to better create and present our units,

particularly those offered by Understanding by Design.

PLC collaboration amongst colleagues helps guide each teacher towards

implementing the curriculum; however, it lacks the structure, and certain useful

components of Understanding by Design. Thus, UbD knowledge could impact

the planning process and aid in generating units that are more cohesive and
UbD Planning Experience 4

better address the most prevalent topics. UbD helps students with their ability

to understand and transfer knowledge opposed to simply memorizing it. Wiggins

and McTighe (2011) explain, We need to include assessment tasks that call for

explanation and application. Students must not only give answers but justify

them, and they should be able to apply their recent learning to new but related

situations (p. 49). Thoughtful construction of assessment tasks will help

teachers gain valuable feedback as to their students true comprehension of the

subject matter. Creating assessments of this nature is one of the greatest

challenges. As Wiggins and McTighe (2011) state, Distinguishing between

understanding and factual knowledge is arguably one of the biggest challenges

in teaching (p. 62). Although this task is a challenge it poses great benefits as

it offers valuable feedback as to the depth of each students understanding.

Sharing UbD with colleagues can pose its own set of issues because many

people are reluctant for change. Addressing the main components of this design

during a PLC meeting would be an excellent way to introduce UbD. However, in

order to give teachers the confidence to embrace this design on a regular basis

professional training would be beneficial. District-wide workshops that provide

solid examples of how to create and implement UbD units would give teachers

the confidence to utilize this method in their own classrooms. Tomlinson and

Imbeau (2010) note that staff development can: show teachers how to begin

addressing student variance, explain how to avoid pitfalls, and send the clear

message that even teachers who seem ahead of the game still have room to

grow (p. 68). Everyone can learn how to expand their current teaching
UbD Planning Experience 5

practices to better support their audience, and just as our students are varying

levels, so are we as teachers. After being informed of the UbD process PLC

groups could collaboratively create units that support the UbD format.

Additionally, administration could require that we submit an UbD unit plan prior

to the start of each unit in place of weekly lesson plans. Success in the

classroom can be a result of an extended amount of effort outside of the

classroom.

UbD is a useful tool that when implemented can enhance the educational

experience for both teachers and their students. It can help us design lessons

that dont just teach facts, but knowledge, understanding, and transfer. Wiggins

and McTighe (2011) also state, The point of school is not merely to know things

but to become better at and more assertive about inquiry (p. 15). It is

imperative that we design our lessons in such a way that our students can

transfer their knowledge and the implementation of UbD can help us do exactly

this.

References

Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating
high-quality units. Alexandria, Va.: ASCD.

Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a

differentiated classroom. Alexandria, VA: ASCD.

Zander, R.Z., Zander, B.Z., (2000). The Art of Possibility. Boston, Mass: Harvard Business
School Press.
UbD Planning Experience 6