An Educational Teaching Meathod

1. Understanding By Design
(UbD)
A CURRICULUM MODEL

2. The 3 Stages of UbD
 Stage 1: has something to do with results/desired outcomes.
Results and desired outcomes are what students should
be able to know and do the end of the unit. They are
expressed in terms of overall goals and specifically
defined in terms of content and performance standards.

3. Set targets
1. Intended results/ Desired outcomes
• Content Standards – These refer to what student should know and be
able to do
• Performance Standards – These refer to the level of proficiency with
which a student can demonstrate what he or she knows and what he or
she can do.

4. 2. Essential Understandings – These are big and enduring ideas at the
heart of the discipline which we want children to remember even
long after they leave school.
3. Essential Questions – These are open-ended, provocative
questions that spark thinking and inquiry into the essential meanings and
understandings.

5. 4. Curriculum Objectives – These are expressed in terms of
specific knowledge, skills and values which are expected to be
taught and learned.

6.  Stage 2: is an assessment
Assessment refers to the acceptable evidence that the
desired goal has been attained. This evidence maybe may
be in the form of products and performances.
This products and performances are the demonstration of
conceptual understanding, content skill, and attitudes
students learned.

7. Determine the evidence of Understanding
There are 6 facets of Understanding.
The learner’s understanding of what was learned can be exhibited
by his or her ability to explain, interpret, apply, see what he or she
learned from various perspectives, empathize with others and
reflect how the lesson learned relates to himself or herself.

8. Learning Activities Using 6 Facets
The six (6) facets of understanding are concretely illustrated with a
lesson nutrition, shown below:
TOPIC – Nutrition
1. Explanation. Develop a brochure to help younger students
understand what is meant by a balance diet.
2. Interpretation. Discuss what the popularity of Fast food say
about modern life.
3. Application. Plan a menu for a class party consisting of
healthy yet tasty snacks.

9. Learning Activities Using 6 Facets
4. Perspective. Conduct research to find out if the food pyramid
guidelines apply in other regions such as Antarctica,
Asia, Middle East and the impact of diverse diets on
health and longevity.
5. Empathy. Imagine how it might feel to live with a dietary
restriction due to a medical condition.
6. Self-Knowledge. Reflect on the one can become extent a
healthy eater?

10.  Stage 3: spells out the details of the instructional activities that
students will go through to attain the standards.

11. Plan Instruction
This stage follows the following steps:
Explore – find out what your students know and not know
about the lesson
Firm up – affirm the correct concepts or skills that they
know. Correct what is erroneous. Teach what they do
not know
Deepen – the following strategies suggested:
• Wait atleast 5 seconds of thinking time after a
question and after a response.

12. • Call on students randomly
• Use follow ups: Can you explain? Why? How do you
know?
• Ask for summaries
• Surveys class: How many agree with ?
• Encourage student questioning
• Discussion with a partner

13. Apply/ Transfer – is the application of concepts, skills, and
attitudes learned in real life.

14. WHERETO Framework
This acronym is a proposed framework for developing an
instructional plan. This can help you in stage 3 of UbD.
W – How will I help learners know WHAT they will be
learning? WHAT evidence will show their learning?
H – How will I HOOK the learners?
E – How will I EQUIP students to master identified standard?
What learning EXPERIENCES will help deepen
understanding.

15. WHERETO Framework
R – How will I encourage learners to RETHINK previous
learning? How will I encourage ongoing REVISION and
REFINEMENT?
E – How will I promote self-EVALUATION and reflection?
T – How will I TAILOR my learning activities to address the
different readiness levels, learning profiles of students?
O – How will the learning experience be ORGANIZED to
maximize engaging and effective learning?

16. Selection and Use of
Instructional Materials

17. Principles
For optimum learning let us observe the following general
principles in the use of instructional materials (Ims).
1. All instructional materials are aids to instruction. They do not
replace the teacher.
2. Choose the instructional materials that best suits your
instructional objectives.
3. If possible, use variety of tools
4. Check out your instructional materials before class starts to be
sure it is working properly

18. 5. For results, abide by the general utilization guide on the use of
media given below:
• Learn how to use instructional material
• Prepare introductory remarks
• Provide conductive environment

19. • Explain the objectives of the lesson
• Stress what is to be watched or listened carefully
• State what they will be expected to do with the information they
will learn
• There is a need to summarize or review the experience
(More details on instructional materials will be discussed in Educational
Technology 1)