Creating Understanding by Design

“Probably the most important thing for kids growing up today is the love of embracing change” (MacArthur Foundation). This very first line from the video, “Rethinking Learning: The 21st Century Learner”, is truly powerful. This is exactly what we are here trying to accomplish right? We are creating new ways to challenge ourselves, our students, and our colleagues. We are designing course work to engage students in questioning activities as opposed to memorizing and telling activities. We are preparing to involve our students in their own learning processes by incorporating learning reflection opportunities into our curriculum. We are trying to create self-learners. We are trying to overhaul the system because we owe it to our learners to have the opportunity to learn the tools that they will need in order to become a participating and functional member of our every changing society, no matter what path they choose to follow once they leave our classrooms. Let’s be honest, we also owe this to ourselves. By creating this type of student-centered learning environment for our students, we will be giving them the freedom to become self-evolved learners that will be ready for their futures instead of our pasts. So how do we do this?

Using Wiggins and McTighe’s (2005) Understanding by Design model, I was able to create a learning plan by focusing on the end goals that I want my learners to meet. This model allows everyone involved in the learning experience to know right from the beginning where we are headed in the process. Planning in this way allows the facilitator to only teach what is truly worthy of student learning. Fink’s course map was created in much the same way, allowing me to really focus on what the learner’s goals should be throughout the writing workshop process.

I believe that both of these planning models are extremely beneficial and effective from the facilitator’s standpoint. They both allow clear learner goals, activities, and assessment to be outlined. UbD, however, is a lot more detail oriented and allows the facilitator to really focus on what will specifically be involved in the learning process and what problems may need to be addressed before instruction can begin.

When I first started creating my 3 Column Table and my UbD plan, I was a little overwhelmed by the chart/table creation aspect of the planning process (visuals are not really my strong point, but I am working on them). However, once I really started diving in, I found both of these planning designs to be extremely helpful with designing an engaging and effective learning environment for my students. I am glad to finally truly understand the “big idea” and “essential question” components of planning, as this is something that my district requires, but has never been able to actually explain to us when we ask what it is that they are actually looking for. I am also happy to have clear goals outlined for my learners so that we all know where we are going on this new learning journey together.

It is my hope that by using these design models I will be able to create a learning environment for my students that is goal driven and engaging. I want them to know where they are going and how they can get there. As learners, they need to know that they are allowed to question and engage themselves in learning about our ever changing world in order to be the change that we all need.

References:

21stEducator. (April 2, 2009). 21st century education vs. 20th century education. [YouTube Video]. https://www.youtube.com/watch?v=HiD1UqLPrOg

Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. San Francisco: Jossey-Bass.

MacArthur Foundation, Pearson Foundation. (December 1, 2010). Rethinking learning: The 21st century learner [YouTube Video]. MacArthur Foundation. https://www.youtube.com/watch?v=c0xa98cy-Rw&t=12s

Lictman, G. (March 21, 2013). What 60 schools can tell us about teaching 21st century skills: Grant lictman at tedxdenverteachers [YouTube Video]. TEDx Talks. https://www.youtube.com/watch?v=UZEZTyxSl3g

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