Understanding by Design using the McTighe Template 2.0
EDLD 5313 Wk 4 Assignment – Malick, S., UbD Template 2.0
Comparing and Contrasting the UbD Template and the 3-Column Format
The UbD Template and the 3-Column format are both ways to map learning goals, objective and elements of learning for a particular learning environment for a given course.
The 3-Column format is best to present a screen shot overview for individual components with a learning plan. I like the idea that a course can be broken into smaller components to frame a given lesson within an overall plan. Depending on the course and significant amount of 3-Column tables could be generated to support a course. However, it does seem to that 3-Column tables are more “big picture” oriented and while they are specific in their overall goals and objectives, they lack the smaller details of “how” and “why” a particular learning goal is set.
The UbD Template requires specific, smaller detail sets to be presented. Its arrangement is more complex in categorical areas and requires many more steps to be elaborated on. For example, for the practicum course described above, there are key learning events in detail that are listed and the 3-Column table does not necessarily require that – it tends to focus on overall goals.
While neither format specifically addresses teaching methods per se, they both do incorporate structure and learning goals. Learning goals, in a sense, can be considered a teaching method, especially when combined with the learner-centered approach to course design. Learner-centered instruction aligns itself with constructivist theory and divergent learning theories when combined with either of these two formats. Either of the formats can be elaborated on to be inclusive of as much information as the designer wants.
I think any instructional designer can elaborate as much as they want or need to. Wiggins and McTighe have both written in Understanding by design (2005) that the templates are just that – guides to develop significant learning environments. I never saw anything in the text that states the templates can’t be modified. That is part of the versatility of the template as well. Wiggins and McTighe (2005) also stated that UbD is not meant to be theory, but I refer back to my previous statement that it can be a component within a theory.
The UbD Template and the 3-Column Table are complimentary components when creating significant learning environments and are best used together instead of exclusively apart.
| Stage 1 Desired Results | ||
| ESTABLISHED GOALS G
Learners will become novice, functioning journalists and publish the University Press student newspaper as a requirement of their individual degree plan.
BHAG (Big Hairy Audacious Goal) – Learners will competently produce accurate and credible content to publish for the UP in print, online and multimedia for public engagement and to produce semester WordPress e-Portfolio for assessment and personal career building.
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Transfer | |
| Students will be able to independently use their learning to… T
Learners will publish journalism stories, produce content for the University Press newspaper to publish on multimedia platforms. |
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| Meaning | ||
| UNDERSTANDINGS U
Students will understand that… • That journalists are an essential component of a democratic society of laws and ethics. • Journalism provides information the public has a lawful right to know. • Journalists disseminate information and holds authorities accountable for their actions. |
ESSENTIAL QUESTIONS Q
• What is news? (and other journalism formats) • Who and what is a journalist? • What is important for people to know? Why? |
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| Acquisition | ||
| Students will know… K
• How to develop story ideas • Identify sources • Interview sources • Write stories, produce video |
Students will be skilled at… S
• Researching sources and information • Interviewing people • Using AP style to write stories • Using technology resources to capture and edit photographs and videos |
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| Stage 2 – Evidence | ||
| Evaluative Criteria | Assessment Evidence | |
| Publishing stories, photos, videos and layouts T | PERFORMANCE TASK(S): T
Producing the weekly print edition of the University Press and online news site. |
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| ePortfolio SA | OTHER EVIDENCE: OE
Students produce content for their individual ePortfolio due at the end of the semester. Students should update ePortfolio every Friday after UP publication for self-reflection. Weekly discussion to follow with Editor(s), advisers or at Monday staff meeting.
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| Stage 3 – Learning Plan | ||
| Summary of Key Learning Events and Instruction L
Journalists produce content in a variety of forms for a multitude of audiences and multimedia platforms. Learners are expected to plan, report, draft, edit, revise and complete written compositions on a weekly basis, carefully examining their stories for clarity, engaging language, and the correct use of the conventions and mechanics of written English and Associated Press Style. Students will become analytical consumers of media and technology to enhance their communication skills. Published work of professional journalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective communications. Students enrolled in Journalism will learn journalistic traditions, research self-selected topics, write and publish journalistic content in the University Press newspaper, and learn the principles of publishing and newsroom operations. (1) The student demonstrates an understanding of media development, press law, and responsibility. The student is expected to: (A) identify and understand the history and development of American journalism through people and events and it’s relation to current (B) identify the foundations of press law, including copyright law, the fair use exemption, and the ownership of intellectual property; W (C) identify the foundations of journalistic ethics and the role of journalism in society; W (D) distinguish between responsible and irresponsible media action; and W (E) understand the consequences of plagiarism and libel. W (2) The student demonstrates an understanding of the different forms of media and the different types of journalistic writing. The student is expected to: (A) distinguish the similarities and differences of print, broadcast, and online media; and E, T (B) distinguish the similarities and differences of news, feature, and opinion writing. E, T (3) The student reports and writes for a variety of audiences and purposes and researches self-selected topics to write journalistic texts. The student is expected to: E&E, H, E, R, T (A) demonstrate an understanding of the elements of news; H (B) select the most appropriate journalistic format to present content; R, T (C) locate information sources such as persons, databases, reports, and past interviews; gather background information; and research to (D) plan and write relevant questions for an interview or in-depth research; O (E) gather information through interviews (in person or telephone); E&E (F) evaluate and confirm the validity of background information from a variety of sources such as other qualified persons, books, and reports; (G) write copy synthesizing direct and indirect quotes and other research; E&E (H) use journalistic Associated Press style to write copy; E&E (I) revise and edit copy using appropriate copy editing symbols; E&E,T,O (J) rewrite copy; O (K) create different forms of journalistic writing such as reviews, ad copy, columns, news, features, and editorials to inform, entertain, and/or (L) write captions; and E&E (M) demonstrate an understanding of the function of headlines through the writing of headlines. E&E (A) identify the appropriate form of journalistic publication to present content such as newspapers, newsmagazines, online media, broadcasts, and newsletters; W (B) design elements into an acceptable layout, online post or video package; E&E, T (C) use illustrations or photographs that have been cropped to communicate and emphasize a topic; E&E, T (D) use devices and art to communicate and emphasize a topic; and E&E (E) prepare a layout for publication in print and online. E&E, T (5) The student demonstrates an understanding of the economics of publishing. The student is expected to: (A) understand general salesmanship in selling professional or student-produced publications; W (B) differentiate between advertising appeals and propaganda; W (C) differentiate between the various types of advertising such as classified, display, public service, and online advertising; and E, T (D) design an advertisement for a particular audience. E, T (6) The student will demonstrate learning skills acquired through the publication of shared end of semester e-Portfolio of their published works. E&E, E, T, O A) displays a diverse body of published work from current semester R, E, T, O B) displays relevant self-reflection; shows peer reflections; adviser’s reflections R, E, T, O
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