UBD
Understanding By Design
The UbD provides a design framework that can be used to check the alignment of the outcomes/goals, assessments, and activities and to see how this unit or course fits into a larger context.
STAGE 1 – DESIRED RESULTS
Goal(s):
Learners will be able to understand, identify, and describe the morning announcements.
Learners will increase their knowledge of what is happening in the school and share it with the campus body.
Learners will learn how to make morning announcements more informative for young children and retain their attention for the duration.
Understanding(s):
Teachers must have an understanding of how to introduce the morning announcement routine in a school setting.
Students must understand how to create and deliver morning announcements in a school setting.
Students must understand how to get student's attention and how to engage an audience by using eye contact and using facial expressions.
Students must understand the types of items to include in morning announcements, such as upcoming events, special announcements, and instructional content and components.
Essential Question(s):
What are the morning announcements?
Why are they important?
What are some things that you should consider when creating morning announcements?
Why should students care?
What do morning announcements consist of and why?
Knowledge & Skills:
All stakeholders will need to be aware of the privacy and safety implications and must be involved in open and active communication to ensure everyone is on the same page.
Policymakers should have a clear understanding of the objectives and goals of the proposal in order to make sure that it is executed properly and will need to have a thorough understanding of the proposal itself and how it will impact the academic success of students.
Administrators will need to have an understanding of the production process and implement portions of the curriculum within the segments.
Teachers will need to be properly trained on how to use the equipment and troubleshoot any issues that may arise.
Teachers will need to be capable of monitoring the live feed in order to ensure that everything is running smoothly.
Students will need to be properly trained on how to use the equipment and troubleshoot any issues that may arise.
Students will need to have an understanding of how to set up and operate the equipment that will be used.
Students will need to be capable of monitoring the live feed in order to ensure that everything is running smoothly.
STAGE 2 – ASSESSMENT EVIDENCE
Direct Evidence:
The teacher will ask the students questions about the morning announcements after introducing them.
The students will answer questions about the morning announcements during class discussions.
The students will be assessed on their writing about the morning announcements.
The teacher will assess the projects the students create about the morning announcements.
The students will take a quiz on the morning announcements.
Students will share what strategies they learned to get and keep students attention.
Indirect Evidence:
Have students find additional information about topics that were discussed.
Solicit feedback from students about how interesting/relevant they found the day's announcements.
Compare social engagement data from pre- and post-implementation.
Have students reflect on what they liked and didn't like about the day's announcements
Solicit feedback from staff about how engaged their class was during announcement time.
STAGE 3 – ACTION PLAN
WHERE TO?
W - Where are we going? Why? What is expected?
H - How will we hook the students?
E1 - How will we equip students for expected performances?
R - How will we rethink or revise?
E2 - How will students self-evaluate and reflect on their learnings?
T - How will we tailor learning to varied needs, interests, and learning styles?
O - How will we organize the sequence of learning?
KEY ACTIONS:
PERSON(S) RESPONSIBLE:
TIME FRAME:
INTRODUCE THE MORNING ANNOUNCEMENTS TO THE STUDENTS. (W, E1)
Teacher
1 Day
LISTEN TO THE MORNING ANNOUNCEMENTS. (H E1)
Students
1 Day
DISCUSS THE MORNING ANNOUNCEMENTS WITH THE TEACHER. (R, E2)
Students
4 Days
WRITE ABOUT THE MORNING ANNOUNCEMENTS. (R, E2)
Students
2 Days
MODEL A PROJECT AROUND THE MORNING ANNOUNCEMENTS. (R, O)
Teacher
2 Days
INTRODUCE THE DIFFERENT PARTS OF THE MORNING ANNOUNCEMENTS TO THE STUDENTS. (W, E1)
Teacher
2 Day
LISTEN TO THE MORNING ANNOUNCEMENTS AND IDENTIFY THE DIFFERENT PARTS. (H, E2, O)
Students
4 Days
DISCUSS THE DIFFERENT PARTS OF THE MORNING ANNOUNCEMENTS WITH THE TEACHER. (R, E2)
Students
2 Days
SHARE INFORMATION ABOUT UPCOMING EVENTS IN THE SCHOOL AND COMMUNITY. (E1, O, T,)
Teachers & Students
2 Days
RESEARCH AND PRESENT FACTS ABOUT SOMETHING NEW EACH DAY. (E1, T)
Students
15 Minutes
COLLABORATE AND SHARE POSITIVE NEWS STORIES FROM AROUND THE WORLD EVERY DAY. (H, E2, T)
Teachers & Students
15 Minutes
INVITE SPECIAL GUESTS TO DELIVER ANNOUNCEMENTS. (H, E1)
Teacher
1 Day
HIGHLIGHT DIFFERENT ASPECTS OF THE SCHOOL OR COMMUNITY EACH DAY. (H, E1, E2, O)
Students
15 Minutes
WRITE ABOUT THE DIFFERENT PARTS OF THE MORNING ANNOUNCEMENTS. (R, E2, T, O)
Students
1 Day
SCRIPT THE CONTENT FOR ANNOUNCEMENTS. (R, E2, T, O)
Students
1 Day
DELIVER ANNOUNCEMENTS IN A VARIETY OF WAYS. (E1, O)
Students
1 Day
HIGHLIGHT NOTEWORTHY STUDENT ACHIEVEMENTS ACROSS THE CAMPUS STUDENT BODY. (H)
Teachers & Students
15 Minutes
OBSERVE SOMEONE GIVING MORNING ANNOUNCEMENTS. (W, H, E1, E2)
Students
30 Minutes
VISIT THE CAREER CENTER TO TALK TO HIGH SCHOOL STUDENTS IN THE FIELD. (W, H, E1, E2)
Teachers & Students
1 Day
READ A BOOK OR ARTICLE ABOUT STRATEGIES FOR MAINTAINING STUDENTS' ATTENTION. (W, E1, E2)
Students
5 Days
PRACTICE STRATEGIES FOR MAINTAINING STUDENTS' ATTENTION. (R, E2, T)
Students
5 Days
REFLECTION
Over the course of the past few weeks, I have been able to study and implement Finks 3 Column Table and the UbD Template. After analysis, I have found that the Finks 3 Column Table has a more linear approach to design, while the UbD Template is more flexible and complex in nature. As a result, it is safe to say that the Finks 3 Column Table is better for designing simple, quick instructional materials, while the UbD Template is better for more complex, in-depth designs.
While designing my morning announcements course using the Finks 3 Column Table, I determined that this design tool would help me most with the daily organization and ensuring the communication of all important information for each day.
While creating the morning announcements course following the UbD template, I discovered that my objectives were not only formulated, but I was also able to think thoughtfully about things such as distribution methods, tactics for voice inflection, and the wants of the viewers. Voice inflections were not a topic I focused on, but they would benefit students in my course and other courses like ELAR.
I believe that mixing the two perspectives will be ideal where the more refined and detail-oriented workflow model of the UbD template can dictate unit design, and the more linear approach of the Finks 3 Column Table can suit lesson design. Further development using the two will help me to refine this thought process.
In conclusion, the Finks 3 Column Table process and the UbD Template process have improved my ability to design learning environments. Both will help me with my innovation plan by providing a solid structure for implementing morning announcements within an early childhood learning environment. In addition, these processes have helped me to think about how to create a learning environment that is effective and engaging for all students while supporting our district goal of teaching to ensure students learn to their maximum potential.
REFERENCES
McTighe. (n.d.). Resources. McTighe & Associates. Retrieved October 8, 2022, from https://jaymctighe.com/resources/
McTighe, J., & Wiggins, G. P. (n.d.). UbD in a Nutshell. Retrieved from https://carpentries.github.io/instructor-training/files/papers/wiggins-mctighe-ubd-nutshell.pdf
Mughal, Z. (2019, October 30). UbD Stage 3: Plan Learning Experiences through WHERETO (Series 4 of 4). Teaching Commons | Carthage College. https://www.carthage.edu/live/blogs/132-ubd-stage-3-plan-learning-experiences-through.
Wiggins, G. P., & McTighe, J. (2008). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.