Understanding by Design
Synopsis
Understanding by design (UBD) in one of the new trends in curriculum and instructions development characterized by a backward design which focuses on teaching and assessing for understanding and learning transfer. The framework, proposed by McTighe and Wiggins (1999) was based on seven key tenets. In this framework, learning is enhanced when teachers purposefully plans the curriculum without going into a rigid process or steps. It is also focused on deepening the student’s understanding and ability of the students to transfer learning by effectively applying content knowledge and skills. Understanding becomes more evident if student can transfer their learning through an authentic performance. Teachers are considered as facilitator of learning rather than a mere provider of knowledge and skills. A periodic assessment is necessary to improve the teaching and learning experience as well as the curriculum as a whole. The three stages of backward design involves identification of desired results, determining the assessment evidence and the planning of learning and teaching experience. Identification of results involves recognizing the big ideas that we want students to understand and finally focus on essential questions. The next step is to determine assessment evidence such as performance tasks which allows students to apply their learning to a new and authentic situation. Accomplishment of these tasks serves as an evidence of the student’s understanding of the big ideas. Lastly, this framework involves the planning of learning experiences and instruction that will help students acquire important knowledge and skills and transfer their learning in meaningful ways.
