When I first started reading about different instructional
design models, I was instantly attracted to Understanding by Design. The “begin
with the end in mind” philosophy makes a lot sense. If you have a strong sense
of what you want your students to know at the end of the course, it is a lot
easier to figure out what you need to teach them in order to make sure that
they know it. I also found Merrill’s First Principles to be very helpful in
figuring out the best way to get students to learn regardless of what is being
taught. Combining these two approaches to instructional design has the
potential to make an even stronger and more effective way of planning courses
that will teach and engage students.
Below is a piktochart I created that illustrates what a
blend of these to ID models would look like:
What and Why?
As you can see, the first step in the process is to figure
out what you want the students to learn and help them to understand how it
relates – to the rest of the course and to life in general, if possible.
Students learn better if they can connect what they are learning to “real life”
and can see how it is relevant. Giving them ownership of the big picture, not
just the pieces of the puzzle can be very motivating. If the instructional
designer has a list of what the students should know and what they should be
able to do as the starting point for their planning, they are much more likely
to design a course that is engaging and successful.
How Will We Know?
Once you have figured out the “what and why,” the next step
is to figure how to know if the students have learned what they were supposed.
Having a solid grasp of how you will determine if understanding happened can
help you to figure out how to teach the material. It is important that the
students be able to apply what they have learned to solve problems – not just
regurgitate facts. You want them to be
able to take what they learn to the next level. Some of the ways that you can
do this is to ensure that the problems that you give for practice and
assessment match the desired outcome. If you are wanting students to be able to
recall specific material, then you should make sure that the assignments
include practicing recall. This is true regardless of what you want the outcome
to be. In addition to recall, it could be locating parts, identifying examples,
or solving problems. Another way that you can know that your students are
progressing is that they should require less coaching from you. When you first
introduce a new problem, the students may need a lot of help to solve the
problems that you give them, as they begin to grasp the material, they will be
able to solve more complex problems with less input. Finally, students should
be able to transfer the knowledge so that they can solve different kinds of
problems using the material that they learn. This is the difference between “knowing”
and “understanding” that Understanding by Design strives to achieve.
How Will We Get There?
Finally, when you know what you want the students to learn,
and how you will know if they have learned it, it is time to start figuring out
the best way to help the students learn. Combining the concepts of UbD and
Merrill’s can lead to an effective and efficient way of planning lessons. Here is a list of things that can help the
students learn:
1.
Give them an understanding the big picture –
teaching the students how the content fits together will help motivate them to learn
all of the parts.
2.
Build on what they already know – by gaining a
feel for what the students already know, the teacher can use that as a
foundation and organizational tool for future learning.
3.
Show the students – don’t tell them – use examples
and non-examples, demonstrations, and visualizations in your teaching to help
the students make connections. Use alternative methods of demonstrating
concepts to make sure that you can connect with all learners.
4.
Give the students time to reflect on, revise,
and critique what they have done – evaluating and review their own work can
help the students to see what they might have missed or to realize that they
have expanded their understanding. Taking time to ponder and revisit can also help reinforce learning.
5.
Help them to organize what they are learning – a
disorganized student is a distracted student, learning how to organize
materials can be as important as learning the materials. It makes it easier to
find information when you are reviewing or solving problems.
6.
Let them get creative – everyone is different,
therefore letting the student apply what they have learned in a way that makes
sense to them is going to be more effective and reinforcing that learning for the
student.
Conclusion
As you can see, these two Instructional Design models are
very complementary. By combining the strengths of both, you can use them to
come up with lesson plans that have a high likelihood of engaging your
students, and of having students who don’t just know the material, but actually
understand it and can apply it. Use this process and your lessons will be
clearer than MUD. J
References
Hawker
Brownlow Education. (2013, July 17). What
is Understanding by Design? Author Jay McTighe explains [Video file].
Retrieved from https://www.youtube.com/watch?v=d8F1SnWaIfE
Merrill,
M. (2002). First Principles Of Instruction. Educational Technology Research and
Development, 50(3), 43-59.
Wiggins,
G., & McTighe, J. (2003). Overview of UbD & the design template. In
Understanding by Design. ASCD.
Wiggins,
G., & McTighe, J. (2005). Chapters 1 and 3. In Understanding by design
(Expanded 2nd ed.). Alexandria, VA: Association for Supervision and Curriculum
Development.
This is an excellent mash-up! The two models definitely strengthen one another in the mashup you've created here. I love the emphasis on why in the first phase of design. I am a big fan of Understanding by Design, but the addition of "why" adds more relevance to the first phase of identifying what students should know and be able to do. I also really like the inclusion of problem-based learning in determining whether students have met learning outcomes. Your guidelines in the third phase are helpful in planning and facilitating effective learning experiences aligned with outcomes identified in the first phase. I'm going to refer to your mashup as I design my next course. Well done!
ReplyDeletewhat a wonderful blend and an integration of adult learning theory as well :-)
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