Upgrade Your Teaching: Understanding by Design Meets Neuroscience

2021 ◽  
Vol 57 (2) ◽  
pp. 95-95
Author(s):  
Irene Pittman Aiken
Keyword(s):  
Understanding By Design

Метод UbD (Understanding by Design)

2016 ◽  
Vol 4 (4) ◽  
pp. 35-39
Author(s):  
Snejana Konsulova ◽  
Vladimira Teneva
Keyword(s):  
Transfer Of Knowledge ◽  
Educational Content ◽  
Understanding By Design ◽  
Selection Of

Careful lessons planning is extremely important when leading the process of learning in the classroom. When a planned lesson is being selected it is good to do that in a way that would focus on selection of the educational content because it is very important to the performance and transfer of knowledge- a tasks which is difficult to implement in the duration of a single lesson

Implementing the EU Key Competences for Active Citizenship Teaching Latin-Italian Literature and Assessing Students

2013 ◽  
pp. 218-246
Author(s):  
Angelo Chiarle
Keyword(s):  
Critical Reflection ◽  
Italian Literature ◽  
Authentic Assessment ◽  
Habits Of Mind ◽  
Assessment Practices ◽  
Active Citizenship ◽  
Understanding By Design ◽  
Latin Language ◽  
Language And Literature ◽  
Key Competences

To meet the complex challenge set by the 2006 European Reference Framework of the Key Competences for Lifelong Learning, different didactic tools seem necessary: cooperative learning, problem solving, authentic assessment, understanding by design, differentiated instruction, habits of mind, critical thinking, and student portfolio. Since 1998, teaching both Italian and Latin Language and Literature in two Licei Scientifici Statali in the Province of Turin (Piemonte) to students aged 14 through 19, the author has gradually implemented all these didactic tools. The author’s working hypothesis is to construct the “three storey competence building” starting from the daily “ground floor” of attitudes or habits of minds, rising whenever possible to the “first floor” of authentic assessment, coming up to the “attic” of student portfolio with some willing students. The author’s main goal is to submit some critical reflection and evidence on what teachers can really achieve with their students if they accept the challenge of refocusing their instruction and their assessment practices.

Improving Course Coherence & Assessment Rigor: “Understanding by Design” in a Nonmajors Biology Course

2016 ◽  
Vol 78 (6) ◽  
pp. 463-470
Author(s):  
Julie Minbiole
Keyword(s):  
Student Learning ◽  
Liberal Arts ◽  
Final Exam ◽  
Traditional Course ◽  
Understanding By Design ◽  
Course Planning ◽  
Undergraduate Institutions ◽  
Core Concepts ◽  
Course Material ◽  
K 12

Instructors in two- and four-year undergraduate institutions face a variety of challenges in designing and delivering high-quality courses for their students and in creating accurate assessments of student learning. Traditional course planning (a linear, start-to-finish process based on the knowledge and perspective of the instructor) can lead to lack of clarity of learning objectives for students, uncertainty about course priorities for both instructor and students, and poor alignment between course material and assessments. To address these issues, Understanding by Design (UbD), a course-planning protocol widely used in K–12 education, was implemented to redesign a one-semester, nonmajors “Sensation & Perception” course at a four-year liberal arts college. This implementation improved the instructor's understanding of desired student learning outcomes, allowed core concepts and science competencies to be prioritized as recommended by the “Vision and Change” reform initiative, and led to decreased lecture time in favor of greater lab and student-driven discussion time. In addition, this process allowed components of evidence-based reasoning and scientific process to be incorporated authentically into assessments. Despite the increasing rigor of assessments, there was a statistically significant increase in students earning an A or B on the final exam after UbD implementation.

Designing, Assessing and Scaffolding Student Learning in Videoconferences

2008 ◽  
pp. 104-115
Author(s):  
Harry Grover Tuttle
Keyword(s):  
Student Learning ◽  
Instructional Practices ◽  
Curriculum And Instruction ◽  
Learning Experience ◽  
Design Model ◽  
Understanding By Design ◽  
Improving Student Learning

This chapter provides a three-step framework for improving student learning in videoconferencing. Using the Understanding by Design Model, educators can design videoconferencing instruction that focus on specific student learning. As they pre-assess their curriculum and instruction goals and shape the videoconference plan, as they assess students’ learning pre, during and after the videoconference, and scaffold the learning to meet these goals and assessment needs, they will automatically build in structured, successful learning experience. While discussing the transfer of the Understanding by Design Model to videoconferencing settings, the author provides specific examples of each step of this process that will help other educators use the system in their own instructional practices.

Diversity, Disability, and Addressing the Varied Needs of Learners

2022 ◽  
pp. 395-413
Author(s):  
Elizabeth M. Dalton
Keyword(s):  
Differentiated Instruction ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Outcomes Assessment ◽  
Bloom's Taxonomy ◽  
Understanding By Design ◽  
Educational Foundations ◽  
Bloom’S Taxonomy ◽  
Design For Learning ◽  
Instructional Frameworks

This chapter presents a thorough examination of international and U.S. legal and educational foundations which justify instructional variation and diversification for all students, particularly for those with disabilities. With the exploration of various instructional frameworks, objective setting, methods and strategies, materials, and outcomes assessment, the reader develops an understanding of instructional diversification and why it is important for students with and without disabilities. The diverse educational approaches of differentiated instruction, multi-sensory instruction, Bloom's taxonomy of learning, understanding by design, and universal design for learning are presented and explained.

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