UbD Design Template

UbD planning is divided into three stages. In the first stage, desired results are established, which in my innovation plan focus on elementary grades students developing reading comprehension and critical thinking skills through ePortfolios. Students select texts that interest them and create deep questions, allowing them to take ownership of their learning. In the second stage, Wiggins and McTighe (2005) suggest determining the evidence of assessment. In this case, ePortfolios serve as both formative and summative assessment tools, as students present their analysis and review and respond to their peers’ questions, fostering authentic and collaborative evaluation. Finally, the third stage focuses on the design of learning activities (WHERETO), ensuring that every activity is aligned with the desired results and assessments. Students engage in activities promoting creativity, collaboration, and reflection, using technology to create and meaningfully create and share their knowledge.

To create a meaningful and engaging learning environment for my elementary students, I have applied the UbD framework, developed by Wiggins and McTighe (2005), as the foundation for my innovation proposal, which integrates ePortfolios. Unlike traditional classroom practices that often rely on preselected texts and multiple-choice tests, this approach offers students a personalized learning experience. The core objective of my plan is to immerse students in reading comprehension and critical thinking by allowing them to select texts that interest them and develop their comprehension questions. By moving away from rigid, standardized assessments, the emphasis is placed on cultivating curiosity and empowering students to take ownership of their learning.

This flexible plan will evolve based on the student’s interests and feedback throughout the school year. Using ePortfolios, students can explore topics of their choice, collaborate with peers, and continuously refine their work. While the main focus is on improving reading comprehension, the design also fosters creativity and encourages authentic peer interactions in a dynamic learning environment, where students are empowered to take control of their educational experience without being restricted by strict standards.

I previously used Fink’s 3 Column Table to plan the Aligning Outcomes, Assessment, and Activities for a Significant Learning Environment in my innovation plan using ePortfolios. Both planning methods, Fink’s 3 Column Table and the Understanding by Design (UbD) framework, have provided valuable approaches. The strength of Fink’s 3 Column Table, based on his Self-Directed Guide to Designing Courses for Significant Learning, lies in its ability to view the big picture of the students, taking into account both cognitive aspects and the human dimension while recognizing how different types of learning can stimulate one another. This is essential in my plan, as I aim for students to develop a deeper and more meaningful understanding of their chosen texts.

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