Sierra Aubrey Myls D.
BSED-EN 3-1
1. How is UBD characterized?
UBD is not a philosophy of teaching neither an approach to teaching but it is a planning framework.
UBD primarily focuses on learning outcomes rather than the learning experience. It is a planning
framework to specifically keep long term goals in view, and its ultimate goal of this framework
comes down to student performance.
2. Why is UBD also dubbed as 'Backward Design'?
The Backwards Design model focuses on learning goals as a result of instruction before planning
learning activities and teaching methods. UBD is a backward planning model so that while we
typically think that tests come at the end of the instruction, backward planning says that planner
should start from the test. It helps planners to figure out what the students need to know, and figure
out how planners are going to assess if they know that and then teach them the skills that will allow
them to succeed on the assessment which is testing the skills that the planner decided what
important content to teach.
3. Identify the components of Stage 1.
There are four sections under the desired results:
Established Goals: What are the ends of this lesson based on such factors (local, state, district
standards) that you are required to address as a teacher. You plan your work and you work your
plan.
Essential Questions: Indicates the kind of provocative inquiry that will foster critical understanding
and transfer of learning.
Student’s Understanding: Indicates the big ideas of the lesson and ultimately of the unit.
Student WBAT (will be able to): these are the objective and tasks that the student will be able to
complete as a result of what they learned in a particular lesson or unit. And this have to be
measurable.
4. Identify the components of Stage 2.
Planners should teach to the excellent assessments that they will create. And as they will discover
by establishing assessments before they teach, that is by planning backwards, the they know what
they need to teach the students for them to succeed on the assessments so planners must practice
consistent, frequent, and authentic assessment. Thus, they must be thinking of form ative and
summative assessment as they plan.
Formative Assessment: are those that take place during the instruction. These are typically informal
tasks that check for understanding of smaller or incremental skills needed for mastery. However
this tests can be formal and measurable (i.e quick quiz). The key is that the re sult of these in
progress types a set of assessment are feedback for them as they teach. These tests tell if the
teacher needs to reteach something or redesign the lesson.
Summative Assessment: is what the name suggests, is a kind of final assessment of the skills the
teacher have taught. Typically, the summative test is used to evaluate the effectiveness of larger
instruction units than a single class period. The goal of summative test is to determine if students
have mastered specific competencies and to identify instructional areas that need additional
attention.
Reflection: Ask students to reflect on the larger learning elements they are encountering in the
classroom. Teachers/planners might look back on the essential content questions or might ask
students how a particular task or activity from the lesson could help them in other classes or other
occasions.
5. How does Stage 3 differ from a typical learning plan?
Upon listening to the discussion in the videos, I think the biggest difference of UBD and typical learning
plan is that typical learning covers vast contents and lesson which teachers may find ‘a lot’ and students
might be overwhelmed with it. Typical learning plan also follows a textbook which has a lot of content.
However, in the final stage of UBD, you will plan daily lessons that align with the previous two stages. UBD
allows the teacher to choose the best content to teach and they don’t have to use or teach the entire
textbook.