Design Framework: Planning Process and Structure
Chapter II
REVIEW OF RELATED LITERATURE
A brief description of some related literature and study are hereby presented to provide more insights on the problems under the study.
Foreign Literature The Understanding by Design framework (UbD™ framework) offers a plan ning process and structure to guide curriculum, assessment, and instruction. Its two key ideas are contained in the title: 1) focus on teaching and assessing for understanding and learning transfer, and 2) design curriculum “backward” from those ends.
The UbD framework offers a three-stage backward design process for curriculum planning, and includes a template and set of design tools that embody the process. A key concept in UbD framework is align ment (i.e., all three stages must clearly align not only to standards, but also to one another). In other words, the Stage 1 con tent and understanding must be what is assessed in Stage 2 and taught in Stage 3. (McTighe and Wiggins 1, 3)
Understanding by Design is based on the following key ideas:
A primary goal of education should be the development and deepening of student understanding. Students reveal their understanding most effectively when they are provided with complex, authentic opportunities to explain, interpret, apply, shift perspective, empathize, and self-assess. When applied to complex tasks, these "six facets" provide a conceptual lens through which teachers can better assess student understanding. Effective curriculum development reflects a three-stage design process called "backward design" that delays the planning of classroom activities until goals have been clarified and assessments designed. This process helps to avoid the twin problems of "textbook coverage" and "activity-oriented" teaching, in which no clear priorities and purposes are apparent. Student and school performance gains are achieved through regular reviews of results (achievement data and student work) followed by targeted adjustments to curriculum
REVIEW OF RELATED LITERATURE
A brief description of some related literature and study are hereby presented to provide more insights on the problems under the study.
Foreign Literature The Understanding by Design framework (UbD™ framework) offers a plan ning process and structure to guide curriculum, assessment, and instruction. Its two key ideas are contained in the title: 1) focus on teaching and assessing for understanding and learning transfer, and 2) design curriculum “backward” from those ends.
The UbD framework offers a three-stage backward design process for curriculum planning, and includes a template and set of design tools that embody the process. A key concept in UbD framework is align ment (i.e., all three stages must clearly align not only to standards, but also to one another). In other words, the Stage 1 con tent and understanding must be what is assessed in Stage 2 and taught in Stage 3. (McTighe and Wiggins 1, 3)
Understanding by Design is based on the following key ideas:
A primary goal of education should be the development and deepening of student understanding. Students reveal their understanding most effectively when they are provided with complex, authentic opportunities to explain, interpret, apply, shift perspective, empathize, and self-assess. When applied to complex tasks, these "six facets" provide a conceptual lens through which teachers can better assess student understanding. Effective curriculum development reflects a three-stage design process called "backward design" that delays the planning of classroom activities until goals have been clarified and assessments designed. This process helps to avoid the twin problems of "textbook coverage" and "activity-oriented" teaching, in which no clear priorities and purposes are apparent. Student and school performance gains are achieved through regular reviews of results (achievement data and student work) followed by targeted adjustments to curriculum