Venn Diagram Analysis - Methods of Unit Design

Module 2 Reflection Assignment

Venn Diagram Analysis - Methods of Unit Design

Samantha DiMatteo

Marygrove College
Venn Diagram Analysis - Methods of Unit Design

Thoughtful unit design is an essential element in the creation of a successful

learning environment. When analyzing my current approach to unit design and

comparing it to that of the UbD model there are a number of similarities and differences.

The key components in my approach to teaching that I would like to address to better

mimic that of the UbD template focus around my ability as an educator to ensure my

students genuinely understand the material.

One of the main similarities between my planning and that of UbD is that both unit

design methods are standards based. The development of my curriculum and instruction

correlate with the NJ Common Core State Standards. These state standards give me

direction as to what students should accomplish during the course; however, it is up to

me, as an educator, to determine which route I feel is best to help my students reach

these goals. This freedom allows me to identify what methods of instruction work best

for my audience and plan my unit accordingly. Tomlinson and Imbeau (2011) state,

what we ask students to do in the name of learning or practice should help them own

the content, see how it makes sense, and realize how it is useful in the world outside of

the classroom (p. 15). Therefore, addressing the standards that are outlined by the

state will only contribute to successful instruction if the students can apply these

standards to real world scenarios.

With the demand of state and national testing I often find myself concerned more

about content coverage opposed to my students exploration of topics. Wiggins and

McTighe (2011) explain, instruction is often focused on superficial coverage of lots of

content as specified by national, state, and provincial standards (p.4). Unfortunately,

this formulaic method of teaching does not encourage students to apply their learning to

meaningful contexts and therefore inhibits their ability to gain a true understanding of
Venn Diagram Analysis - Methods of Unit Design

the subject matter. This is not to say that my teaching has never allowed my students to

uncover information, but more times than not I find myself concerned more about

deadlines and less about discovery. Wiggins and McTighe (2011) state, The point of

school is not merely to know things but to become better at and more assertive about

inquiry (p. 15). Therefore, this area of UsB design is one of the main components of my

teaching that I would like to address. One of my goals is to construct units that better

support my students understanding of the material so that they will not only retain it,

but also be able to apply it to different contexts and new situations. One way I can begin

to do this is to design my lessons with my students interests in mind. Tomlinson and

Imbeau state, When student interest is engaged, motivation to learn is heightened, and

learning is enhanced(p. 16). If I focus on my students interests they will be able to

make connections with the material, which in turn will amplify their comprehension and

success with the subject matter.

Assessments are a valuable and necessary tool in the educational process. The

word assessment appears in each section of my Venn diagram. This is because in both

my planning and that of UbD, students are assessed, however, my current assessment

strategies differ from the UbD model and need to be reevaluated to better support the

assessment techniques of UbD. Wiggins and McTighe (2011) explain, We need to

include assessment tasks that call for explanation and application. Students must not

only give answers but justify them, and they should be able to apply their recent learning

to new but related situations (p. 49). It is important that I assess my students in a way

that requires them to demonstrate their understanding opposed to the simple

regurgitation of facts. Wiggins and McTighe (2011) state, Distinguishing between

understanding and factual knowledge is arguably one of the biggest challenges in

Venn Diagram Analysis - Methods of Unit Design

teaching (p. 62). In the future design of my assessments I must consider this fact and

carefully construct assessments that help me delineate what my students know opposed

to what they can recite.

There are various elements of the UbD process that I would like to embrace as I

move forward in my educational career. Most importantly, each component of my unit

designs must have one main goal in mind, my students understanding of the material. If

my students truly comprehend the material they, as Wiggins and McTighe (2011) state,

are not limited to knowing only what they were taught the way they were taught it;

they can use their knowledge and skill to make connections, explore alternative

perspectives, and adapt pior learning to new situations (p. 62).

References

Wiggins,G.,&McTighe,J.(2011).Theunderstandingbydesignguidetocreatinghighqualityunits.Alexandria,
Va.:ASCD.

Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated

classroom. Alexandria, VA: ASCD.

Venn Diagram URL: http://www.classtools.net/widgets/venn_2circle_2/7Gc32.htm