The last few weeks I have planned and designed a course for my students that would have a significant impact on my Implementation outline. It allowed me the opportunity to reflect deeply on how I was going to align my expected outcomes, assessments, and activities to the significant learning environment I am working on to create in my blended learning classroom. I started off by using Fink’s (n.d.) 3-column table to create my aligning outcomes, activities, and assessments assignment for a science unit as part of my larger innovation plan. Fink’s method of planning a lesson focuses on outcomes-based instruction that is aligned under six main goals: foundational, application, integration, human dimension, caring, and learning how to learn (Fink, n.d.). I then moved on and created a uBd design template. I used the model developed by Wiggins and McTighe (2005). I used this uBd design template to plan 10 days of instruction for the same science unit that I used in the three-column chart. To do this, I focused on the learning goals I already outlined in my three-column table. Then I focused on the activities, assessments, and understandings my students will participate in, complete, and know by the end of the unit. The uBd template outlines how the learning goals will be completed through three stages–desired results, assessment evidence, and the learning plan.
After completing both templates, I could see that they both take a backwards-design approach and give the teacher the ability to create a significant learning environment for their students. I can also see where each design may serve a different purpose.
The 3-column chart was simpler and more provided more of a big picture idea of the unit but was pretty vague. It tells you what you want your students to know by the end of the unit. I feel like this type of lesson planning would be great if you have a grade chair who presents to other teachers what needs to be taught for the lesson. Then the teachers could go in and build it up to what they want it to look like with the same end in mind. This type of chart would also be great when departments get together to plan the YAG (Year at a glance for each subject). Then individual teachers could build upon it throughout the year to make it look like what they want.
The uBd template, on the other hand, I found most effective at outlining a particular week or lesson within the unit of study. I would consider this uBd template as if it was like the week at a glance page instead of the year at a glance from above. It provides a much more detailed, granular view of the activities and assessments that my students will do over the 10 days. I found this model incredibly helpful when I started thinking about pacing and classroom management.
I believe both methods are extremely helpful, and one is not better than the other. However, I do see that there is a place for both and as I continue to move forward with my innovation plan, I will use both. I will use the three-column table to share my big picture curriculum goals with administration and colleagues regarding how I plan to incorporate blended learning on a large scale. I will also use the uBd template to model how each of these larger goals can be accomplished through daily and weekly tasks embedded into the lessons I create. I think using both of these instructional design models will give the best picture of how I plan to accomplish my own personal BHAG: bringing blended learning to the mainstream classroom.
References
Fink, D. (2003). A self-directed guide to designing courses for significant learning. San Francisco; Jossey-Bass.
Harapnuik, D. (n.d.). ADL/EDLD 5313 goal & 3 column table. It’s About Learning.
Retrieved from https://www.harapnuik.org/?page_id=8618.
Harapnuik, D. (2015, August 15). Connecting the dots vs collecting the dots.
