Understanding by Design

After working with both Fink's Three Column Table and the UbD design template, I’ve seen the unique benefits each offers. Both are powerful tools that help educators focus on the end goals for student learning in their own distinct ways.

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Fink's Three Column Table (Fink 2003) helped me identify the end goals I wanted my students to achieve by the end of each semester. This process guided me in creating aligned goals, activities, and assessments to support my students in reaching those objectives. It also encouraged me to think more deeply about the types of learning experiences that would be most meaningful and engaging. Overall, it has improved the clarity and effectiveness of my lesson planning.

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The UbD template (Wiggins & McTighe, 2005) helped me delve deeper into how I want to see my students succeed. Using this template allowed me to focus on the key details of each lesson. It also clarified the types of questions needed to assess student growth and the specific outcomes I aimed to achieve by the end. This process encouraged me to design more purposeful assessments that truly measure understanding. As a result, I feel better equipped to guide my students toward meaningful and lasting learning.

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Using both templates has helped me grow as an educator and inspired me to incorporate them into my own classroom. Integrating these tools into my future lessons will pave the way for meaningful growth in my students. As Dweck (2006) stated, 'Not yet' gives you a path to the future. The concept of 'not yet' instills hope for both myself and my students, reminding us to maintain a growth mindset as we work toward our goals. By embracing this mindset, we create a supportive learning environment where challenges are seen as opportunities. This approach motivates continuous improvement and resilience in both teaching and learning.