Understand by Design: The Big Idea

Clayton, S. (2011). Understanding by design: Designing learning, assessment and teaching for understanding. Association for Supervision and Curriculum Development (Singapore), 16, 63-66. Retrieved from http://www.ascdsingapore.org/images/Vol16pg63-66.pdf

Synopsis:

The basic idea underlying Understand by Design is that lessons are prepared backwards and always with the students in mind. Teachers plan lessons with ultimate goal, the main lesson or concept that needs to be taught, in mind at all times and only incorporate assignments that will facilitate students achieving that knowledge. Many people and institutions have issues with this form of teaching and preparing lessons because it does not offer mini lessons for every little thing that was originally required. In her article, Susan Clayton offers readers an examination of “the philosophy that underpins the model, a brief description of two key pieces of the model and how UbD works with the 21^st century skills concept” (p. 63). Clayton identifies that a big part of being able to achieve this form a teaching will require teachers to “be aware of the education theories that influence their thinking and the culture of education that shapes their philosophy of learning, assessment and teaching” (p. 63). Susan Clayton does not just discuss the theories of UbD, she also offers examples from a workshop she ran in Singapore. She worked with the teachers to modify their teaching practices, which are traditionally teacher centered, to incorporate UbD theories.

Review:

I think Susan Clayton did a great job of relating the theory and basic premise of Understand by Design. She does not focus on the little details that make up the theory but instead offers a look at the bigger picture the theory is meant to relate to teachers and learners. She illustrates the intended result very well in her brief discussion about the difference between “knowing” and “understanding”. The visual of the toy, wind-catcher and the windmill made the concept accessible to multiple learners and illustrated the main idea as well. The examples that Clayton supplies of her work with the Singaporean schools gave readers enough information to see how the process works but also identified that this transformation is still a work in progress. 

Posted by Jessica King