Understanding by Design
When I was first introduced to the Understanding by Design concept, I was quite overwhelmed and was not very confident in my ability to convert my music lessons into this style of lesson. On the surface, I found that it sounded like it was meant for the music classroom. After all, in order to be successful in music, you have to have the end product in mind. My ultimate goal for my learners is to be capable and willing to make music as an adult. These ideas fit beautifully in backward design.
My difficulties with UbD came when trying to design plans for 6 classes that meet only once a week, if I only planned one lesson per grade level and not each individual class. (If I truly plan according to student choice and needs, I would be looking at plans for 24 different classes each week.) These classes also include several different concepts. I felt that a true UbD plan would need to be created for at least three main concepts, Music Literacy, Musical Evaluation, and Musical Performance. So, I was looking at creating a minimum 18 plans every 9 weeks! This did not include the weekly activities and making sure all plans would work together, as many concepts overlap. This was an overwhelming and daunting task for a teacher that has to plan completely alone.
With all that being said, I love the details that UbD forces me to look at. When I sit down and design a plan to 100% completion, it gives my learners and I a wonderful view into what we will be doing in my classroom. I can post learning standards and I Can statements for my learners for every lesson we do. And since learners can see where we are headed from day one, they make better goals, more attainable goals for themselves.
Take a look at a full UbD plan for the beginning of my 4th Grade Recorder Unit. It is very thorough, but I really feel like it could be divided into 2 more plans. This would allow me to be even more specific in the learner’s knowledge and skills as well as activities for each concept.
When looking at and creating a plan based on Fink’s 3 Column table, I was surprised that it seemed much more attainable for me. It was not as detailed as the UbD plan, but that also gives my learners and I more room to be flexible in our learning. The UbD plan can be flexible, but I have to write in those experiences. (If I am truly following my plan.) Looking at the significant areas of learning forced me to look at my classroom in a little bit different light. I don’t think I ever considered planning specifically for the human dimension and caring. I do activities in my room that fall in this category, but specifically planning for it opens up many more possibilities that I don’t think I would have ever looked into.
If I am ever in the position to choose which style of plan I will use, I will seriously look into Fink’s plan. Both are backwards design. Both lend themselves to learners continuing their participation into their adult lives. But in my situation of seeing learners such a short amount of time, I really appreciate the flexibility in design that Fink’s design offers. Specific activities are great, but in dealing with our 21st Century Learners, flexibility is HUGE.