CSLE: UbD

The past two weeks we have been exploring different planning approaches in order to create significant learning environments. Last week we worked with Finks 3 Column Table, this week we focused on using the Understanding by Design approach (UbD). In this approach, we start with the end goal and work backwards. As a kindergarten teacher, I appreciate this approach because I am already wired to think this way. Each year we get a diverse group of kids and I know where I want them to be at the end of the school year. For example, I want all students to be at a certain reading level by the end of the school year, so since day one we are working towards the end of year results.

The following is my UbD plan that can be used for kindergarten students to be able to use grade level appropriate apps and games when using an iPad. Students will have a chance to use iPads to close achievement gaps. We waste a lot of time trying to play games that sometimes are not on their level. After this plan, they should be able to navigate apps and games that are appropriate and where they can learn at their own pace.

I find both the 3 Column Table and the UbD are beneficial to my innovation plan. If I want my plan to be successful, I have to explore different approaches in creating significant learning environments. The UbD approach helps me be more organized and provide more details to my goals. I find it to be more effective towards my innovation plan.

Kokani Backward-Design-Template-with-Des.

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References

Fink, L. D. (2005). A self-directed guide to designing courses for significant learning. Retrieved from: https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf

Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD.