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Understanding by Design and The Holistic Approach To
Understanding by Design and The Holistic Approach To
by Design, the
Holistic
Approach to
Teaching, and
Interdisciplinary
Education
Michaela G. Schnetzer
October 15, 2016
Understanding by Design
This framework is implemented in order to
aid educators in planning curriculum,
assessment, and instruction using a
backwards design (McTighe & Wiggins,
2012).
UbD is based on seven principles:
Curriculum should be developed Teachers are facilitators of
through purposeful planning learning, not simply a
dont just hope! databased of information or
Curriculum and Instruction
sage on a stage.
should focus on the deepening
of student understanding and
Curriculum should be
transfer of learning quality constantly reviewed, both
over quantity! individually and with peers.
Understanding is achieved when This framework should be
students are able to process used for continual
and apply or transfer learning to improvement in order to
other situations and learning consistently better student
experiences. achievement and teacher
Curriculum is planned
craft.
backwards, beginning with
desired results, followed by
evidence, and finally, the (McTighe and Wiggins,
learning plan. 2012)
Reaching each student
Because of UbDs open-
ended design, all learning
theories and cross-
curricular topics can be
easily implemented based
on the discretion of the
educator(s) involved.
Essential Questions:
Who are some examples of
powerful people from history or
today? What makes a person
powerful?
How do people secure, wield, or
exercise their power?
What makes you feel powerful?
Stage 3: will
Students Plan Learning
be able Experiences and Instruction
to identify the
three types of power, as well as assign
a corresponding symbol to each.
Students will be able to identify
powerful people from history, fiction,
religion, and of today, as well as
various characteristics or
accomplishments that make them
powerful.
Students will be able to discuss how
Kehinde Wiley gives the impression of
power in his portraits through symbolic
imagery.
After reading about Malala Yousafzai
and her fight against the Taliban's ban
on girls in school, students will be able
to write a 10 sentence essay describing
what makes Malala a powerful person
and why.
After researching powerful people,
students will be able to select a portrait
of a powerful person to form the basis
of their "Powerful Self-Portrait."
Interdisciplinary
Education:
Aknowledge view and curriculum approach that consciously
applies methodology and language from more than one
discipline to examine a central theme, issue, problem, topic, or
experience (Jacobs, 1989).
When working
McCarthyism and the impact on
American Society and Culture within an
Is it possible to limit ones interdisciplinary
freedom of thought?
Should there be limitations to team, this stage
freedom of speech? would be agreed
How can unfair or unfounded
accusations or rumors impact upon by all
someone socially? Emotionally? involved.
Culturally? Professionally?
Stage 2: Determine Assessment Evidence
11th Grade US History
Students will interpret political cartoons from
the McCarthyism era and explain how it relates Although the
to the Cold War and the impact on American assessments will
Society. vary between the
included subjects
11th Grade Language Arts based on content
Students will write a paper applying their and the instructor,
knowledge of McCarthyism in the 1950s and the team should
comparing it to the Crucible and the witch- continuously
hunts of the 1600s. review each
others
assessments to
11th Grade Art History
make sure they
After studying the Hollywood Blacklist,
align to stage one
students will create a film in groups, making and three.
sure to include themes and ideas that would
have been flagged in the 1950s as Communist.
Stage 3: Plan Learning Experiences and
Instruction
This is where the individualism of each
classroom will determine what is being
covered. The educators personal
teaching pedagogy, preference of
curriculum theory, etc. plays a major
role in how students reach and
successfully master Stage 1 and 2.
Idiosyncrasy will keep students
engaged and insure all types of
learners are valued through
differentiation.
Step 2:
In your groups and using one UbD
example, identify at minimum two
interdisciplinary connections
between the chosen unit/subject
and two other content areas.
Explain connections and activities
that would support the original
desired results.
When both the educators and the student have a clear vision of the overall
gain, global understanding and learning is successfully accomplished (Buehl,
2000).
References
Adler, M., & Flihan, S. (1997). The Interdisciplinary Continuum: Reconciling Theory,
Research and Practice. National Research Center on English Learning &
Achievement, 2(36), 1-41. Retrieved September 19, 2016, from
http://www.albany.edu/cela/reports/adlerinterdisc.pdf
Miller, D. L. (2011, April). Curriculum Theory and Practice: What's Your Style. Phi
Delta Kappa, 92(7), 32-39. Retrieved from Social Sciences Citation Index.