Understanding by Deisgn (UbD)

Model Overview

The Understanding by Design (UbD) model, created by Grant Wiggins and Jay McTighe, is an instructional design framework that focuses on teaching for understanding and transfer. It emphasizes backward design, which begins with the end goals (desired results) and works backward to design assessments and learning experiences that lead to those outcomes.

UbD ensures that every element of a course aligns with its objectives. By considering big ideas and enduring understandings, it aims to foster deeper learning and real-world application.

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The Three Stages of UbD

The UbD model is organized into three stages. Each stage involves critical questions that help you focus your course design. These questions guide your thinking and ensure alignment at every step.​​​

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Source: ​Backward Design - Educational Technology

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This diagram above from Educational Technology outlines the steps of backward design, emphasizing the identification of desired results, assessment evidence, and learning activities. Let's review each stage in more detail.

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1. Stage 1: Identify Desired Results (Outcomes)

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This is the foundational stage of UbD, where the focus is on what you want your learners to understand and be able to do by the end of the course. In this stage, you set clear learning goals, often referred to as enduring understandings and essential questions.

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Key Questions to Ask:

• What do I want my learners to understand at the end of the course?

• What big ideas or concepts should learners be able to grasp?

• What essential skills should they acquire?

• What "enduring understandings" will learners take away from the course?

• What are the essential questions?

• What knowledge or skills are absolutely critical for my learners?

• What content do learners need to learn in order to achieve the outcomes?

• How will students apply what they learn in the real world?

• What transferable skills or knowledge should learners be able to use outside the classroom?

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These are thought-provoking, open-ended questions that guide the learning process.

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Example for my pottery course:

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• Enduring Understandings: Learners will understand the foundational techniques of pottery, including wheel throwing, handbuilding, and glazing. These techniques will help them create functional and artistic pieces.

• Essential Question: How does technique and creativity affect the design and functionality of a pottery piece?

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2. Stage 2: Determine Acceptable Evidence (Assessment)

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In this stage, you focus on how you will assess whether learners have achieved the desired results. This involves selecting authentic assessments that are aligned with the learning goals identified in Stage 1. The assessments should measure the extent to which students have achieved the learning objectives and demonstrate their ability to apply the concepts.

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Consider performance tasks, projects, and assignments that require students to demonstrate their skills.

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Key Questions to Ask:

• What evidence will show that my learners have achieved the desired understanding?

• What assessments will clearly show that learners have mastered the learning goals?

• What kind of tasks will authentically measure students' understanding?

• How will students demonstrate their understanding through performance?

• How can students show their ability to transfer what they've learned to a new context?

• How can I include both formative and summative assessments?

• What ongoing assessments will help guide learning throughout the course? What will the final evaluation look like?

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Example for my pottery course:

• Performance Task: Learners will create a pottery piece using wheel throwing or handbuilding techniques, and they will document the process in a short video, explaining their techniques and challenges.

• Formative Assessment: Peer feedback on their videos submission in a community forum where learners share their struggles and solutions.

• Summative Assessment: Final evaluation of the pottery piece, including its craftsmanship and adherence to techniques taught in the course.

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3. Stage 3: Plan Learning Experiences (Activities)

The third stage focuses on the planning of the learning experiences. This stage is about creating instructional activities that will guide learners toward achieving the desired results identified in the previous stages. These activities should be engaging, varied, and aligned with the learning goals and assessments.

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Key Questions to Ask:

• What activities will help students achieve the desired results?

• What hands-on activities, lessons, and resources will engage students in mastering the content?

• How can I design the learning experiences to encourage active participation?

• What tasks will get learners involved in doing, reflecting, and collaborating?

• How will I integrate assessment into the learning activities?

• How can I weave assessments into the learning process so that they inform both teaching and learning?

• What resources or materials will students need to complete the activities?

• What tools, readings, or videos will support learners in their journey?

• How will I differentiate learning activities for diverse learner needs?

• What strategies will I use to ensure that all learners can succeed, regardless of their prior experience or learning style?

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Example for my pottery course:

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• Learning Activities: Introduction to Pottery Techniques. Video tutorial on wheel throwing, with step-by-step instructions and visual demonstrations.

• Hands-on Practice: learners complete exercises, such as creating a simple bowl using wheel-throwing and glazing it.

• Peer Feedback: learners submit videos and/or photos of their pottery projects and receive constructive feedback from peers.

• Reflection and Revision: learners revise their projects based on feedback, documenting their process and improvements.

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​​​​​Implications of the Model for Instructional Design

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The UbD model, with its backward design approach, has several key implications for instructional design. These implications can guide the development of effective curricula and learning experiences that are aligned with clear outcomes and foster deep learning. Here are some of the broader implications of using the UbD model in instructional design:

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1. Focus on Learning Outcomes First
One of the most significant implications of UbD is the emphasis on starting with clear learning outcomes or desired results. By defining the goals at the outset, instructional designers ensure that all elements of the course (activities, assessments, and content) are aligned with these goals. This backward planning approach ensures that the course focuses on meaningful learning rather than simply completing activities or covering content.

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Instructional design becomes more intentional and goal-oriented. Designers are guided by what learners should understand and be able to do by the end of the course, which prevents unnecessary content overload and promotes more targeted, effective learning.

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2. Alignment of Assessments with Learning Objectives
UbD places a strong emphasis on authentic assessments that measure how well students have achieved the desired learning outcomes. Instead of using traditional tests or assignments that may not fully capture a learner's understanding, UbD encourages the use of assessments that mirror real-world applications of knowledge and skills.

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The need to align assessments with the goals leads to greater rigor and relevance in how learners are evaluated. Designers must ensure that assessments are not just a check of knowledge recall, but also assess learners’ ability to apply and transfer knowledge in practical contexts. This shift fosters higher-order thinking and deepens the learning experience.

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3. Active Engagement and Learner-Centered Design
UbD promotes a learner-centered approach by focusing on how students will use what they learn, not just what they will know. By asking “What do I want my learners to be able to do?” UbD shifts the focus from content delivery to student engagement and understanding. It challenges designers to create activities that not only deliver content but encourage learners to engage with the material, think critically, and apply their learning.

This model prompts instructional designers to prioritize active learning strategies, such as project-based learning, peer collaboration, and inquiry-driven activities. These methods encourage learners to explore, question, and reflect on their learning in ways that promote deeper understanding and retention.

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4. Focus on Transferability and Real-World Relevance
UbD stresses the importance of making learning transferable, helping students take what they've learned and apply it in various contexts beyond the classroom. In designing a curriculum, the end goal is to help students make connections to real-world situations, enabling them to transfer knowledge and skills to new problems or scenarios.

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Instructional designers are tasked with ensuring that learning activities are not only relevant to the subject matter but also to real-world applications. Designers must create learning experiences that allow learners to connect theory to practice, facilitating life-long learning and the application of concepts in various domains.

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5. Encouraging Reflective Practice and Iteration
UbD's focus on reflection (on the learning process, content, and activities) impacts both the design process and the learner's journey. Through backward design, instructional designers are encouraged to review and refine their courses based on the effectiveness of each stage, making adjustments as needed to enhance understanding.

UbD encourages instructional designers to continuously evaluate and improve their designs. This iterative process ensures that the curriculum evolves to meet the needs of the learners and stays aligned with its goals. It also empowers educators to refine their teaching strategies and adjust instructional materials to foster better learning outcomes.

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6. Comprehensive and Holistic Approach
UbD takes a holistic view of the instructional design process by emphasizing the interconnection between goals, assessments, and learning activities. Instead of treating these components in isolation, UbD integrates them into a coherent, unified approach. Every element of the course design serves to support the achievement of the desired learning outcomes.

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This systemic view helps instructional designers maintain coherence in the learning experience. They must ensure that all elements of the course (content, assessment, and instruction) work together seamlessly to guide learners toward the desired results. This alignment ensures that learners understand the relevance and purpose of each activity, which in turn boosts motivation and engagement.

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7. Encouraging Ongoing Collaboration and Professional Development
UbD advocates for collaboration to refine and improve the curriculum. By reflecting on student performance and adjusting instruction, UbD fosters a culture of continuous improvement.

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Instructional designers are encouraged to collaborate with subject-matter experts, teachers, and other stakeholders in order to enhance the design. This fosters professional development opportunities, allowing instructional designers to continuously grow in their practice and stay aligned with emerging best practices.

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Summary: Implications for Instructional Design
In summary, the Understanding by Design model has a profound impact on the field of instructional design by emphasizing:

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• The importance of clear, focused learning outcomes.

• Authentic assessments that align directly with these outcomes.

• The engagement and active participation of learners.

• The transferability of knowledge to real-world contexts.

• The reflection and refinement of instructional strategies.

• A holistic approach that ensures alignment between all aspects of course design.

For instructional designers, UbD promotes a shift from content-focused teaching to outcome-based learning, ensuring that every aspect of the curriculum contributes to the goal of fostering deep, meaningful understanding.

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Example for my pottery course:

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Using UbD for my mini pottery course could allow me to start by clearly defining what students should understand (e.g., Learners will understand the principles of wheel throwing) and then work backward to design assessments (e.g., project-based assessments where learners demonstrate their ability to create a pottery piece). The UbD framework would ensure that every activity and resource aligns with these end goals, promoting a deep understanding of the craft.

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Strengths and Limitations for my Minicourse Idea

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Strengths:​​​​​

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• Clear Alignment with Learning Outcomes.  One of the key strengths is its focus on backward design, starting with clear learning outcomes and aligning assessments and activities to achieve these goals. This approach ensures that every part of the course is purposeful and aligned with the end results.

Example for my pottery course: defining specific outcomes like "By the end of this course, learners will be able to create a basic ceramic piece using handbuilding techniques" helps ensure that all instructional materials and assessments are focused on guiding learners to achieve this goal.

• Encourages Deep Understanding. UbD emphasizes deep understanding and higher-order thinking by encouraging students to engage with essential questions and focus on the application of knowledge, rather than just content recall.

Example for my pottery course: the pottery course encourages learners to think critically about the creation process, such as asking, "What is the impact of different glazing techniques on the final piece?" This helps learners connect their skills to practical, real-world applications, fostering a deeper understanding of the craft.

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• Flexibility and Adaptability. UbD is flexible, allowing it to be applied across various subjects and educational settings. The model is not rigid, so it can be adapted to fit different teaching contexts.

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Limitations:​​​​​​​

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• Complexity and Time-Intensive. The backward design process requires careful thought, planning, and coordination, making it more time-consuming compared to other models like ADDIE. The level of detail involved in aligning every component can be overwhelming for instructors with limited resources or time.

Example for my pottery course: For my pottery minicourse, developing multiple stages of learning activities, assessments, and ensuring everything is aligned with the desired outcomes can be resource-intensive. This may require significant upfront effort to design assessments that authentically measure learner progress in a creative subject like pottery.

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• Resource-Intensive. UbD often requires access to various resources, including time for planning, professional development, and educational materials. Not all instructors may have the resources or support needed for this detailed approach.Smaller teams or budget-conscious projects might find it challenging to fully implement UbD.

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• Potential Overemphasis on Outcomes. While the focus on outcomes is a strength, it can sometimes lead to an overemphasis on measurable goals at the expense of more exploratory, creative aspects of learning. In some cases, this might limit creativity in the learning process.

Example for my pottery course: pottery, as a hands-on and creative activity, might benefit from a more open-ended approach, where learners are encouraged to explore without feeling pressured to achieve highly specific outcomes. The rigid structure of UbD could inadvertently restrict the learner's freedom to experiment with their own artistic style.

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• Challenges in Designing Authentic Assessments. Designing authentic assessments that truly measure a learner's understanding and application can be difficult. This is especially true for subjects that involve creative and subjective skills.

Example for my pottery course: assessing a learner’s pottery skills requires more than just checking if they can replicate a technique. It's important to capture their ability to think critically about their work and reflect on their creative choices. This presents challenges in developing rubrics that balance creativity with technical mastery.

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• Not Ideal for Rapid Development. Due to its systematic approach, UbD may not be suitable for projects that need to be developed quickly or are in environments that require agility and adaptability.

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Conclusion
While the Understanding by Design (UbD) model offers a structured and focused approach to curriculum development, it does come with challenges, especially when it comes to creative subjects like pottery. Its emphasis on clear outcomes, alignment, and deep understanding makes it highly effective for promoting critical thinking and meaningful learning, but the complexity and time-intensive nature of the model may present barriers for some instructors or courses with tight deadlines. Despite these challenges, UbD remains a powerful tool for designing learning experiences that are well-aligned with desired outcomes and that foster deep, transferable learning.​​​​​​​​​​​

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