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Unit 4: Understanding by Design (UbD)

Wiggins and McTighe's Understanding by Design (UbD) is a systematic, three-stage "backward planning" framework that starts with asking what the learner needs to do or remember and be able to apply after the learning experience (Roth, 2007). The process then leads to asking how the educator will know when the learner has acquired the desired knowledge, skills, and/or attitudes (KSAs) and what the educator will do to help them acquire those KSAs (McTighes, 2022). The final stage is building the learning experience.  

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Stage 1: Identify Desired Results Clarify learning priorities and identify long-term outcomes and short-term objectives. In this case, consider "outcomes" as learner-related (what will the learner do) and "objectives" as instructor or course-related (what will the course do). The focus is not only on immediate knowledge, skills, and attitudes, but an enduring understanding. (McTighe, 2022; Newell et al., 2023)

Stage 2: Determine Acceptable Evidence Specify the metrics that show that the transfer of learning has occurred and define how the learners will demonstrate their acquisition of the KSAs. (McTighe, 2022)

Stage 3: Plan Learning Experiences and Instruction Outline the activities, experiences, resources, and lessons to achieve the desired end-state identified in Stage 1. This includes ways for learners to make meaning of the learning experience and establishes the formative assessments to test for understanding throughout the learning experience. (McTighe, 2022: Newell et al., 2023)

Implications On Instructional (Learning) Design

The main implication on instructional (learning) design is reshaping the instructional (learning) designer's schema from traditional approaches, which start with a heavy analysis, to one that begins with defining outcomes. After identifying outcomes, all subsequent steps maintain focus on achieving them. Similar to other models, but more specifically reiterated, the UdB Model is used to outline specific and tangible outcomes, whether they be knowledge, skills, or attitudes. Unlike other models, UbD doesn't go in-depth for each stage in the framework, but is supported with resources to do so, found at McTighe & Associates Consulting LLC. 

Strengths and Limitations

  • This approach maintains the focus on the desired end state, ensuring the educator and learner can see the forest for the trees

  • It can be applied as an iterative, non-linear process for continuous improvement 

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  • This framework does not break the process down as specifically as the ADDIE or Dick & Carey Models

  • Comparatively, there is not as much emphasis on an initial analysis, essentially defining outcomes before defining need or gaps

  • This framework innately encourages intentionality and refocuses the educator on justifying the purpose of something before implementing it in the learning experience. This is an organizational expectation, as the organization is very outcomes-driven and focused on return on investment

  • The process is fully supported with online templates and planning tools, which are highly beneficial to the instructional (learning) designer at various levels of experience

  • This framework reemphasizes big-picture thinking over immediate, intermediate learning goals, which is beneficial to the anticipated expansion of this mini-course.

  • With a lack of sequencing and intermittent steps, this framework may not provide the necessary support for novice instructional (learning) designers

  • Given that the learning goals include soft skills, which may be difficult to measure, this framework, being outcomes-driven, may not be the best approach for this mini-course​

Artificial Intelligence Disclosure
I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own.  I used Gemini to generate graphics throughout my website. 

 Click Here For References and Additional Resources That Contributed To This Content

McTighe, J. (2022, February 8). 3 Stages of The Understanding by Design® Template - Eduplanet21. Blog.eduplanet21.com. https://blog.eduplanet21.com/3-stages-of-the-understanding-by-design-template-eduplanet21

 

Newell, A. D., Foldes, C., Haddock, A., Ismail, N., & Moreno, N. P. (2023). Twelve tips for using the Understanding by Design® curriculum planning framework. Medical Teacher, 46(1), 1–6. https://doi.org/10.1080/0142159x.2023.2224498

 

Resources – McTighe & Associates. (n.d.). https://jaymctighe.com/resources/#1521225059545-3fe59c79-239c

 

Roth, D. (2007). Understanding by Design: A Framework for Effecting Curricular Development and Assessment. CBE—Life Sciences Education, 6(2), 95–97. https://doi.org/10.1187/cbe.07-03-0012

 

‌Wiggins, G., & McTighe, J. (2012). Understanding by design framework . ASCD. https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

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