2f. Instructional design

Evidence of competence in ISTE-CS

Understanding by Design

Understanding by Design (UbD) is a research-based framework for planning lessons, which uses a backwards design process. For more on how UbD is research-based, see A Summary of Underlying Theory and Research Base for Understanding by Design, by UbD author Jay McTighe, and Elliott Seif.

During EDTC 6102, I spent a quarter studying UbD and using it to develop a lesson plan for teaching antiderivatives, class culture, and digital citizenship on the first day (or week) of Calculus II. My final lesson plan can be seen here: Antiderivatives: Practice Lesson Plan Using Understanding by Design. You’ll notice that each section (antiderivatives, class culture, and digital citizenship) each have their own UbD plan for stage one and two, and then they all come together for the Learning Plan in stage three. I thought the UbD framework was useful in supporting me through the process of lesson planning, and it’s a framework I intend to use in the future. I also think it’s a framework which teachers could use as a focal point for collaborative lesson planning, or even in peer coaching.

Peer coaching question(s)

Peer coaching question(s) I developed for this indicator in Compatibility between peer coaching and the ISTE-CS: What does research say about best practices for ____?

References

JenS246. (2017, September 16). Backward Design [Blog post]. Learning Theories. Retrieved from https://www.learning-theories.com/backward-design.html

McTighe, J., & Seif, E. (2003). A summary of underlying theory and research base for understanding by design. Unpublished manuscript.

Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.