Understanding by Design (UbD)

Overview

The Understand by Design Model (UbD), developed by Jay McTighe and Grant Wiggins, is an learner-centered approach to instructional design that focuses the start of the design process around the final learning outcomes desired upon completion of the course or subject (required understandings, knowledge, and essential skills). The learning activities, instructional materials and assessments are then developed around these identified outcomes. Essential questions are a critical aspect of UbD and help guide the learning process. Essential questions are open-ended and designed to encourage critical thinking, inquiry, and exploration, helping the learner make connections. In the UbD design process, broader goals of education, deep understanding, and transferability of what is learned to real world application is emphasized.

Stages of the Understanding by Design Model

Stage 1

Identified Desired
Results

Instructional designers identify the “enduring understandings,” which are the overarching learning outcomes (understandings, knowledge, and essential skills) learners should acquire at the culmination of the learning experience. The knowledge and skills needed to achieve the desired outcomes are also identified.

Stage 2

Determine Acceptable Evidence

Instructor designers identify how the desired results defined in the first stage will be measured, and ensure assessments align to the learning objectives. The use of a variety of assessments (traditional, performance tasks, formative assessments, peer assessment and rubrics and criteria) provides the most comprehensive view of student learning. Assessments should be authentic and provide evidence of learner mastery of skills or content.

Stage 3

Plan Learning Experiences

Learning objectives are developed, and instructional activities and learning experiences that help learners achieve mastery toward the desired learning outcomes are planned. Learning activities must align with established learning objectives and assessments.

Instructional strategies and activities supporting different learning styles and preferences.
Resources and materials learners will need for support.
Integration of technology to enhance the learning experience.
Strategies to meet the diverse needs of learners.
Ways to provide ongoing feedback through assessment during the learning experience.
Integration of discussion and reflection during the learning experience.
Making connections in the learning experience to real-world applications

Implications for Instructional Design

Emphasis of conceptual understanding in the design of course syllabi, assignments, and assessments.
Framework ensures alignment of course content to learning objectives as well as programmatic objectives, desired or required competences or outcomes.
Focuses on designing meaningful and challenging assignments that can culminate in integrative learning.
Knowledge and skills translate to real-world applications or scenarios.

Strengths and Limitations

Strengths

Emphasizes clearly defined learning outcomes that are desired end goals.
Learning outcomes are aligned to programmatic or accreditation standards or competencies.
The backward design ensures assessments and learning activities are aligned with the desired outcomes.
The focus on understanding promotes higher-order thinking and meaningful comprehension.
Provides a flexible framework that can be used across various subjects or educational contexts.

Limitations

May be time-consuming or too complex because of the detailed planning.
Some organizations or designers may not have access to the resources needed to implement the model.
Challenges may occur with instruction if there is no guidance on how to translate the framework into teaching.
Developing authentic assessments that can measure “understanding” and “transfer of knowledge” may be difficult.

References

Bowen, R. (2017). Understanding by design. Vanderbuilt University Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/