Topic1 understanding by design & sec
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The document summarizes an audiovisual presentation about the 2010 Secondary Education Curriculum in the Philippines. It discusses challenges in curriculum reform, features of the new curriculum, and how it was designed following the Understanding by Design framework. The UbD framework involves backward design with three stages: 1) identifying desired results and assessments, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences and instruction. The new curriculum aims to maximize student participation, improve school efficiency, and develop 21st century skills.
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ABSTRACT
1. This dissertation examined the program evaluation practices of principals and teachers at three high schools in Jamaica. The study found that while participants viewed program evaluation positively, their knowledge and practices did not adequately support formal evaluation.
2. Interviews and observations of principals and teachers involved in three special programs revealed limited understanding of evaluation methodology and minimal use of results.
3. The study concluded that professional development is needed to increase knowledge of program evaluation among school leaders and staff and promote its effective use in school improvement.
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The document outlines 11 important functions of educational technology: 1) improving teaching methods by analyzing variables and relationships, 2) analyzing the teaching-learning process and improving the relationship between the two, 3) facilitating more efficient learning, 4) enhancing educational goals to changing times, 5) training teachers for new curriculums and materials, 6) developing curriculums to reflect latest ideas, 7) developing effective teaching-learning materials, 8) evolving strategic teaching approaches, 9) developing audio-visual aids appropriately, 10) comprehensively improving the education system, and 11) identifying community needs to provide equal opportunities.
Recommended
ABSTRACT
1. This dissertation examined the program evaluation practices of principals and teachers at three high schools in Jamaica. The study found that while participants viewed program evaluation positively, their knowledge and practices did not adequately support formal evaluation.
2. Interviews and observations of principals and teachers involved in three special programs revealed limited understanding of evaluation methodology and minimal use of results.
3. The study concluded that professional development is needed to increase knowledge of program evaluation among school leaders and staff and promote its effective use in school improvement.
Digital Badging and Microcredentialing
Dr. Kannan Sivaprakasam, Chemistry and Dr. Plamen Miltenoff, Library reflect on their findings during a MinnState grant on microcredentialing
Zambo & Perry
CPED has influenced EdD programs, faculty, students and deans in various ways according to its research. Its next agenda could explore:
1) Long-term impacts of program redesigns on completion rates, student outcomes.
2) Faculty experiences of implementing changes and how rewarded.
3) Ways networking/convenings support continued adoption of principles.
Some questions could be:
- How have completion rates, time to degree changed over 5+ years?
- How do workload/tenure policies now support faculty engagement?
- What models best support ongoing practitioner involvement?
2010 Steering the Course
This document summarizes a presentation on developing consistency in an online business degree offered across 17 Penn State campuses. It describes the strategy used, which involved forming syllabus teams with faculty from each campus. These teams collaborated to align learning outcomes, select materials, and develop courses. The process included retreats, iterative development, and drawing on varied expertise. While resource-intensive, this approach gained buy-in, provided backups, and helped ensure consistency in the multi-campus online degree.
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This document summarizes a research project between the University of Costa Rica and Brigham Young University to establish online collaboration between students and faculty. The project will use teleconferencing and social media tools for international student groups to investigate and develop teaching materials in the field of teaching English as a second language. Students will collaborate on lesson plans and readings related to language learning. The goal is to enrich education through meaningful international collaboration enabled by technology.
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The document discusses the role of educational technology in 21st century classrooms and schools. It states that instruction should be student-centered, education should be collaborative, and learning should have context. It also notes that technology allows 24/7 access to information, constant social interaction, and easily created and shared digital content. Finally, it outlines 11 important functions of educational technology, including the improvement of teaching and learning, enhancing educational goals, training teachers, developing curriculum and materials, identifying community needs, and overall improvement of the educational system.
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The study evaluated training provided to early childhood educators in six European countries on using the Early Childhood Environment Rating Scale-Revised (ECERS-R) through a mixed methods approach. 108 educators participated in the training along with lecturers and external observers. Quantitative results showed educators found the training effective for learning and to use in schools. Qualitatively, strengths included knowledge gained and organization, while weaknesses included language skills and preparation. The mixed methods triangulated sources to understand the training's effectiveness in achieving its goals of enhancing educators' self-evaluation and research skills.
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Case Study/Topic 2 Current role of leaders in using evidence
1. The document presents a case study about a student named Tim who struggles in his classroom. His teacher is a first year teacher who has difficulties managing student behavior and social interactions.
2. Questions are provided about evidence-based strategies that school leaders could recommend to help the teacher address Tim's struggles, and support that could help the teacher and Tim's parents better understand and overcome his difficulties.
3. The case study activity is intended to generate discussion among participants about effective evidence-based supports for students, teachers, and parents in this type of situation.
Presentation.pdf
The document discusses three models for curriculum development:
1. The Understanding by Design Model (UBD) developed by Wiggins and McTighe which focuses on identifying the desired learning outcomes and then planning lessons and assessments. It was used to design the Philippine basic education curriculum.
2. The Systematic Design Model developed by Robert Diamond which follows a step-by-step process from establishing needs to implementing and evaluating curriculum units.
3. Murray Print's model from 1988 which prescribes a sequential approach covering aims, goals, content, instructional activities, evaluation, and implementation/modification based on monitoring and feedback.
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The National Commission on Teaching & America's Future (NCTAF) promotes innovative teaching practices. It launched the Learning Studios program in 2009 with NASA and school districts to integrate professional learning communities (PLCs), project-based learning (PBL), and outside content experts (OCEs). An independent evaluation found the program improved students' STEM skills and interest. NCTAF is now sharing lessons from the program to support teacher collaboration and curriculum improvement through a developmental toolkit.
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This document provides the syllabus for an education course focused on teaching science. The course will take place over 10 sessions from January to May, with specific dates and times listed. It will be taught by instructor Tim Welsh at the CTECH building.
The course aims to help emerging teachers design content-specific science lessons that engage all learners. Students will develop lessons aligned to state standards and learn to incorporate assessments to inform instruction. Assignments include observing a science lesson, creating 10 lesson plans, a lab report, and an integrated lesson plan addressing common core standards. Students are expected to actively participate in class discussions and complete all readings and assignments. Grades are based on a 200-point scale, with criteria provided for letter
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Udacity, Coursera and edX, aka ‘The Big Three’ have crossed the barrier of 40 million active students. What does it mean for traditional universities? MIT’s president Raphael Reif struggles to see how his institution can carry on justifying charging $50,0000 for tuition much longer and that is a big problem not only for them for many other universities that are starting to see their numbers dwindling.
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14RUNNING HEAD Content Design Factors in E-learning
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
14RUNNING HEAD Content Design Factors in E-learning
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
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The document discusses curriculum innovations for addressing 21st century challenges. It covers topics like the 21st century school model, curriculum reforms, challenges of curriculum change, and developing core 21st century skills in students. The presentation also details the Understanding by Design framework, which involves identifying desired learning outcomes and assessments before planning instruction. The framework emphasizes designing curriculum backwards from desired results.
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This document outlines a graduate seminar course on curriculum development. The course is 3 credit units and covers topics such as the meaning and process of curriculum development, approaches to curriculum design, techniques for development, the teacher's role, community schools, theories of learning, and evaluation. It requires active participation, oral reports, exams, and a term paper. The course runs for 18 weeks and covers these topics through lectures, discussions, and assignments with the objectives of familiarizing students with education goals, curriculum approaches, and improving teaching methods.
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This document discusses the process of curriculum development. It begins with defining curriculum and outlining its functions. It then covers the historical perspectives of curriculum development approaches. The stages of curriculum development discussed are diagnosis of needs, curriculum construction, implementation, and evaluation. Key aspects of each stage like formulating objectives, selecting content, organizing learning experiences, developing curriculum packages, and orienting teachers are explained.
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Case Study/Topic 2 Current role of leaders in using evidence
1. The document presents a case study about a student named Tim who struggles in his classroom. His teacher is a first year teacher who has difficulties managing student behavior and social interactions.
2. Questions are provided about evidence-based strategies that school leaders could recommend to help the teacher address Tim's struggles, and support that could help the teacher and Tim's parents better understand and overcome his difficulties.
3. The case study activity is intended to generate discussion among participants about effective evidence-based supports for students, teachers, and parents in this type of situation.
Presentation.pdf
The document discusses three models for curriculum development:
1. The Understanding by Design Model (UBD) developed by Wiggins and McTighe which focuses on identifying the desired learning outcomes and then planning lessons and assessments. It was used to design the Philippine basic education curriculum.
2. The Systematic Design Model developed by Robert Diamond which follows a step-by-step process from establishing needs to implementing and evaluating curriculum units.
3. Murray Print's model from 1988 which prescribes a sequential approach covering aims, goals, content, instructional activities, evaluation, and implementation/modification based on monitoring and feedback.
CrICET: Learning Studios
The National Commission on Teaching & America's Future (NCTAF) promotes innovative teaching practices. It launched the Learning Studios program in 2009 with NASA and school districts to integrate professional learning communities (PLCs), project-based learning (PBL), and outside content experts (OCEs). An independent evaluation found the program improved students' STEM skills and interest. NCTAF is now sharing lessons from the program to support teacher collaboration and curriculum improvement through a developmental toolkit.
Educ science final product
This document provides the syllabus for an education course focused on teaching science. The course will take place over 10 sessions from January to May, with specific dates and times listed. It will be taught by instructor Tim Welsh at the CTECH building.
The course aims to help emerging teachers design content-specific science lessons that engage all learners. Students will develop lessons aligned to state standards and learn to incorporate assessments to inform instruction. Assignments include observing a science lesson, creating 10 lesson plans, a lab report, and an integrated lesson plan addressing common core standards. Students are expected to actively participate in class discussions and complete all readings and assignments. Grades are based on a 200-point scale, with criteria provided for letter
Enhancing students' learning through blended learning for engineering mathema...
Presentation given by Iwona Czaplinski and Dann Mallet at the 2014 Australian Conference on Science and Mathematics Education. We discuss a project looking to enhance students' learning through the use of a connected, blended learning environment.
CHALLENGES OF ENGAGING STUDENTS THROUGH VIRTUAL LEARNING ENVIRONMENTS. A NEW ...
Presentation given for the 13th Conference on Social Science at University of Vienna, October 6th/7th.
Paper published on the EUROPEAN JOURNAL OF SOCIAL SCIENCES EDUCATION AND RESEARCH September-December 2017, Volume 11, Nr. 2, pg 39-51
“Many Universities manage billions in research funding, but there is usually no R&D budget for their own product, namely delivering education to willing buyers” (Michael Stanton, 2014) Education are missing on an explosive growth sector: Their Own. (Harvard Business Review)
Education has undoubtedly been commoditised and as a good. As suggested by American entrepreneur Peter Theil (Cited in Hellweg, 2013), it may function as both learning and insurance access platform.
Another aspect of HE is that, in contrast to most other industries that have faced disruption, the top 10 providers are still the same for the last 40 decades or so. The question is how much longer will they be there? Not even Coursera’s founder Daphne Koller could anticipate the scale and impact of the MOOCs.
Udacity, Coursera and edX, aka ‘The Big Three’ have crossed the barrier of 40 million active students. What does it mean for traditional universities? MIT’s president Raphael Reif struggles to see how his institution can carry on justifying charging $50,0000 for tuition much longer and that is a big problem not only for them for many other universities that are starting to see their numbers dwindling.
This paper is the first in a series of five papers looking at the future of higher education and learning
Instructional plan and presentation
This presentation is the capstone assignment for CUR/516 Curriculum Development for Adult Education and Training.
Leading and Managing Change
In this presentation, Dr. Angela Stone Martin provides guidance to educational leaders engaging in the change process. The presentation addresses the efficiency and impact of the Teacher Effectiveness Initiative for teacher evaluations in Tennessee. The presentation also describes the roles in place to drive the initiative, including instructional coaching, teacher classifications, and implementation strategies. The Concerns-Based Adoption Model serves as a vehicle to ensure compliance with change initiatives as well as garner feedback from teachers to determine their level of use with new modalities.
Assessment in distance education
Assessment in Distance Education establish quality of instruction and strengthen research. This also details the framework of interaction between learner, teacher and the institution as necessitate by assessment.
14RUNNING HEAD Content Design Factors in E-learning
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
14RUNNING HEAD Content Design Factors in E-learning
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
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Topic2 understanding by the design at a glance
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- 1. UNDERSTANDING BY DESIGN (By Grant Wiggins & Jay McTighe) Audio Visual Room, MSU-CETD Laurel St. General Santos City March 5,2011 PRESENTED BY Maria Theresa P. Pelones, DM
- 2. The 2010 Secondary Education Curriculum (2010) Topic 1 Source: DepEd Order 76.s.2010: Policy Guidelines on the Implementation of SEC
- 3. Maximize the potentials of curriculum change by linking it to increasing student participation and improving the internal efficiency of schooling. 1 The Challenges of Curriculum Reform
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- 6. B. Features of the Curriculum
- 7. C. Subject Areas, Time Allotment and Units Credits
- 8. C. Delivery of the Curriculum
- 9. BEC Curriculum Conventional Curriculum Design The refinement of curriculum followed the Understanding by Design (UbD) framework which covers the three stages: Backward Design (Understanding by Design) Design of 2010 SEC
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