UBD is tried and true. It might get some flack from teachers but at the end of the day, if you are unsure of what you are teaching, or how you are teaching, nobody is going to call you crazy for focusing on UBD.
I still remember the day that I learned about UBD. It was a lecture class, It was late, I had worked all day and was taking a class from 6-10 once a week. Yikes. Then the Prof started talking about these things called UBD, I already thought she was nuts but, by this time I think I had confirmed it.
Honestly, I got through the class but I still dont think that I had a firm grip on the topic. I’ve been thinking about how there are some gaps in my Genius Hour and I think that part of my issue is that when problems come up, I just try to patch them with a new Stage 3 task, then a Stage 2 to get Stage 1…I’m doing UBD backwards! So, I’m going to dive back in and try to clean up this Genius Hour class.
If this is murky for you as well, here are the coveted Three Stages:
Stage 1 (Remember this is backwards Design):
What is your Essential Question or Enduring Understanding for your students when you are done? Look at Standards, content or do research to figure out what is important that they know. Write that down.
How can you assess what they have done? What will you use to determine if students are proficient in the content that is being delivered? Make those assessment(s)
Now create your activities. Using materials and instruction that helps your attain your Stage 1 goals using Stage 2 Assessments. Get your stuff together!
Some teachers do UDB in the brain automatically I’m sure. There is a tendency to go from 3-2-1 and I get how you can leave students behind in the gaps if you go that route. How do you plan your lessons? Always consulting Wiggins? Or do you martch to a different beat?