UNDERSTANDING BY DESIGN
When you love what you do we always look for a way to offer the best. As a teacher who is committed to the education of students, I am always in the dilemma of what will be better. I had the opportunity to put into practice two ways in which I can plan my lessons.
The UbD Template and the Fink’s 3 Column Table
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The UbD template has helped me create clear and precise lessons, taking every detail into account. This template has helped me in my innovation plan by ensuring a clear and concise class structure. It is a system that helps us prepare the most effective lessons since it goes in stages, step by step, about what we want to achieve with the students.
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Fink's 3 column table allows me to clearly understand what I am aiming to achieve within my units. I also understand that it is a slightly simpler way of stating what we want to achieve with the students at the end of the election. Fink's model is more flexible and helps teachers create more specific strategies. This particular table has contributed to my ability to design my lessons and give another perspective to the class as a whole.
Both designs have helped me with my innovation plan since each one has had their contribution to it. Both designs complement each other and manage to create an excellent tool for learning and goals as a teacher. I understand that in our work as teachers it is more practical to use the UbD template to create the planning of a unit since we can detail in parts what we want to achieve with our students. On the other hand, for the goals of the year with our students it is more convenient to use Fink's 3-column table.
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How the two different design processes have contributed to your ability to design learning environments and how this will help you with your innovation plan?
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By reflecting on both designs and how this helps my innovation plan, I can conclude that both Fink's 3-column table and the understanding by design (UbD) processes have been of great help in preparing more effective plans.
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In my innovation plan this has allowed me to create more specific objectives and goals focused on student learning.
This allows me to focus on the most important component in any lesson design: the learning of the students who are the reason we are creating these specific goals and objectives.
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The integration of both designs had a great impact on my ability to design learning in a way that impacts lives. As I continue to implement Teaching STEM using makerspace in elementary school, I see how this has contributed to my goals and objectives having a more defined outline, which helps me so that at the end of the day my students can be successful in their tasks. and above all gain knowledge.
Reference:
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Fink, L. D. (2005). A self-directed guide to designing courses for significant learning. Retrieved from: https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf
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Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Ascd.