PAPERS

CREATIVITY AND INOVATION IN LAGUANGE TEACHING

“ UNDERSTANDING BY DESIGN ”

Lecturer : Lis Supiatman, S.Pd, M.Hum

Created By :

Group IV

Muhammad Amin Hsb (21052001)

Rahmaya Sitorus (23062006)

Natanael Sitohang (21052007)

ENGLISH EDUCATION STUDY REGULAR PROGRAM VII A

FACULTY TEACHER'S TRAINING AND EDUCATION

UNIVERSITY OF ASAHAN

AY 2024/2025
 FOREWORD
Praise be to God Almighty, thanks to His mercy we have successfully completed the
assignment of a paper entitled " Understanding by Design " in accordance with the specified
time. We as writers and Lis Supiatman, S.Pd, M.Hum as a lecturer of creativity and inovation
in laguange teaching . The purpose of making this paper is to fulfill group assignments on the
subject. Not only that, this paper also aims to provide new knowledge and insights both to
readers and to us as writers.

In addition, we also apologize if in this paper there are errors both in terms of writing
and studies discussed. We expect constructive criticism and suggestions so that in the future
we can make better papers. Hopefully this article can be useful for all of us.

Sunday, 3 November 2024

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 TABLE OF CONTENTS

FOREWORD.............................................................................................................................i
TABLE OF CONTENTS........................................................................................................ii
CHAPTER I..............................................................................................................................1
INTRODUCTION....................................................................................................................1
1. Background....................................................................................................................1
2. formulation of the problem..........................................................................................2
3. Purpose...........................................................................................................................2
CHAPTER II............................................................................................................................3
DISCUSSION...........................................................................................................................3
1. Understanding by Design.............................................................................................3
2. Core Principles of Understanding by Design..............................................................4
3. The Three Stages of Understanding by Design..........................................................5
CHAPTER III...........................................................................................................................8
1. Conclusion......................................................................................................................8
2. Suggestions.....................................................................................................................8
BIBLIOGRAPHY....................................................................................................................9

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 CHAPTER I
INTRODUCTION

1. Background
Education is often considered one of the most powerful tools for personal,
societal, and global transformation. Education in general means a life process in
developing each individual to be able to live and continue life. So being an educated
person is very important(Rodríguez, Velastequí, 2019). It plays a critical role in
shaping individuals, fostering economic growth, and promoting social equity. From
the early stages of life to adulthood, education is a continuous process that enriches
the mind, empowers individuals, and helps societies advance. Learning is about
change, change brought about by developing new skills, understanding scientific
laws, and changing attitudes (Hasan et al., 2021). The importance of education goes
far beyond simply learning facts or skills; it encompasses the development of critical
thinking, the ability to navigate an ever-changing world, and the creation of more
informed, active citizens. As the world faces increasingly complex challenges—such
as climate change, inequality, and technological advancement—the value of
education in addressing these challenges has never been greater.
Teaching strategies refer to the approaches and methods educators use to
facilitate student learning and help them achieve educational objectives. Learning
strategy affective were different with strategy learning cognitive and skill. Affective
relating to value the intangible, therefore concerning consciousness someone who
grows from within students (Seknum, 2013). Within These strategies are not merely
about choosing the right content, but about how that content is delivered, engaged
with, and internalized by students. The goal of effective teaching strategies is to
create a learning environment that promotes active participation, critical thinking,
creativity, and deeper understanding. In a rapidly changing world, where
technological advancements and evolving educational needs influence teaching and
learning, understanding and implementing diverse and effective teaching strategies
has become more important than ever.
Understanding by Design (UbD) is an educational framework developed by
Grant Wiggins and Jay McTighe that focuses on designing curriculum and
instruction with the end goal of promoting deep and lasting student understanding.

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 The UbD approach challenges traditional methods of teaching by emphasizing not
just the acquisition of knowledge, but the understanding and ability to apply that
knowledge in real-world situations. Developed in the late 1990s, UbD has gained
widespread adoption across educational settings worldwide, influencing how teachers
design learning experiences, assessments, and overall curriculum planning. UbD is
built on the principle that curriculum should be planned with the end in mind—
beginning with the desired outcomes of learning and working backward to design the
learning experiences that will help students achieve those outcomes. In conclusion,
this research paper has provided an in-depth exploration of the Understanding by
Design (UbD) framework, a transformative approach to curriculum design that
prioritizes the development of deep understanding over the mere delivery of content.
By examining the principles, process, and practical application of UbD, we have
highlighted its significance in creating more meaningful and effective learning
experiences for students. The core of UbD lies in its emphasis on backward design—
starting with clear learning outcomes, then determining assessments, and finally
planning instructional activities that align with those outcomes.

2. formulation of the problem

The following is the problem formulation in writing this paper is:
a. What are the Understanding by Design ?
b. What are the Core principles of Understanding by Design?
c. What are Stages og Unaderstanding by Design?

3. Purpose
The purpose in writing this paper is:
a. To know the Understanding by Design ?
b. To Know the Core principles of Understanding by Design?
c. To Know Stages of Unaderstanding by Design?

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 CHAPTER II
DISCUSSION

1. Understanding by Design
Understanding by Design (UbD) is an instructional framework created by Grant
Wiggins and Jay McTighe to enhance curriculum planning through backward design. UbD
emphasizes understanding as a fundamental goal of education and aims to help educators
design curriculum that fosters deep, transferable knowledge. In Understanding by Design,
Wiggins and McTighe argue that backward design is focused primarily on student learning
and understanding. When teachers are designing lessons, units, or courses, they often focus
on the activities and instruction rather than the outputs of the instruction(Sumrall & Sumrall,
2018).

Learning is enhanced when teachers think purposefully about curricular planing. The
UbD framework helps this process without offering a rigid process or prescriptive
recipe(McTighe & Wiggins, 2012) . This paper explores the main components of the UbD
framework, its stages, and its significance in contemporary education. Through examining its
processes and effectiveness, this paper highlights the strengths and challenges associated with
implementing UbD in various educational contexts.

In modern education, developing curricula that foster genuine understanding and

practical skills is increasingly vital. Traditional teaching methods that emphasize rote
learning are inadequate for preparing students to think critically and solve complex problems.
In response, Wiggins and McTighe introduced the Understanding by Design (UbD)
framework as a structured, intentional approach to curriculum development. UbD focuses on
defining desired learning outcomes and designing activities and assessments that guide
students toward achieving those outcomes.

2. Core Principles of Understanding by Design

Understanding by Design is built on several key principles:

1. Backward Design

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 Unlike traditional methods, UbD begins by identifying desired learning outcomes and
working backward to design instructional activities and assessments that align with these
goals. Backward design comprises three main stages:

Stage 1: Identify Desired Results : Educators define what students should understand, know,
and be able to do by the end of a unit or course.

Stage 2: Determine Acceptable Evidence : Educators design assessments and performance

tasks that will demonstrate students’ understanding.

Stage 3: Plan Learning Experiences and Instruction : Teachers plan activities, lessons, and
materials to help students develop the necessary knowledge and skills.

2. Focus on Enduring Understandings

UbD stresses identifying "big ideas" or "enduring understandings" that students

should retain long after instruction ends. This involves concentrating on essential concepts
and skills that can be transferred to new contexts.

3. Performance-Based Assessment

Performance-based assessments are central in UbD, as they provide evidence of

students’ ability to apply knowledge in practical, often real-world, contexts. Such
assessments require students to demonstrate their learning rather than merely recall facts.

4. Focus on Student Understanding and Transfer

UbD values the ability to transfer learning to new situations as a hallmark of

understanding. Instruction is designed to encourage students to apply their learning flexibly
in varied contexts.

3. The Three Stages Of Understanding By Design

1. Identify Desired Results

Deliberate and focused instructional design requires us as teachers and curriculum

writers to make an important shift in our thinking about the nature of our job. The shift
involves thinking a great deal, first, about the specific learnings sought, and the evidence of

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such learnings, before thinking about what we, as the teacher, will do or provide in teaching
and learning activities (Sumrall & Sumrall, 2018).

In the first stage, educators define the goals of the unit by determining what students
should ultimately understand and be able to do. This stage involves:

1. Content Standards : Reviewing relevant standards that the curriculum aims to address.

2. Big Ideas and Essential Questions : Developing overarching ideas that connect individual
lessons to broader concepts. Essential questions guide students’ exploration and encourage
them to think critically.

3. Desired Knowledge and Skills : Identifying specific knowledge and skills that students
should acquire.

2. Determine Acceptable Evidence

Once goals are established, the next stage involves deciding on the forms of
assessment that will provide evidence of student understanding. This includes:

1. Authentic Assessments : Tasks that require students to apply knowledge in real-world or

simulated situations.

2. Rubrics : Clear criteria for evaluating student performance, ensuring consistency and
fairness.

3. Formative Assessments : Ongoing assessments that provide feedback to help students

improve during the learning process.

3. Plan Learning Experiences and Instruction

The final stage involves designing instructional activities that help students develop
the skills and knowledge necessary to achieve the desired results. This stage includes:

1. Instructional Activities**: Creating engaging activities that support active learning and
foster deep understanding.

2. Scaffolding and Differentiation**: Providing various instructional strategies to meet the

diverse needs of students.

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3. Alignment with Goals**: Ensuring that all activities and materials are aligned with the
desired results and assessments.

4. Advantages of Understanding by Design

UbD offers several advantages for both educators and students:

1. Clarity and Focus : UbD provides a clear, structured approach to curriculum design that
helps educators stay focused on long-term goals.

2. Increased Student Engagement : Focusing on essential questions and real-world

applications increases student interest and motivation.

3. Enhanced Critical Thinking : UbD promotes higher-order thinking by encouraging students

to analyze, synthesize, and apply knowledge.

4. Improved Assessment Quality : Performance-based assessments provide a more

comprehensive picture of student understanding compared to traditional testing.

5. Challenges and Limitations

Despite its advantages, implementing UbD can pose challenges, including:

1. Time-Intensive Planning : Designing curriculum according to UbD requires more time and
effort than traditional methods.

2. Professional Development : Educators may need training to effectively use UbD, as it

requires a shift in thinking about curriculum and assessment.

3. Difficulty in Assessing Understanding : Measuring deep understanding is inherently

complex, and performance-based assessments can be challenging to develop and grade
consistently.

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 CHAPTER III
CONCLUSION

1. Conclusion
Understanding by Design is a powerful framework for creating meaningful,
rigorous curricula that emphasize understanding and skill transfer. By using backward
design, focusing on essential understandings, and incorporating performance
assessments, UbD enables educators to foster a deeper, more practical understanding
in students. While implementing UbD may require significant effort and adaptation,
the benefits of a well-structured curriculum ultimately outweigh the challenges. In an
ever-evolving educational landscape, UbD provides a valuable approach to preparing
students for the complexities of the real world.

2. Suggestions
At the time of writing the paper, the author realized that there were many
errors and it was far from perfection. Therefore, the author hopes for criticism and
suggestions regarding the discussion of the paper in the conclusion above.

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 BIBLIOGRAPHY

Hasan, M., Rahmatullah, Fuadi, A., Inanna, Nahriana, Musyaffa, A., Rif’ati, B., Tahrim, T.,
Tanal, A. N., Baderiah, Nursyamsi, Alinurdin, M., Arisah, N., Susanti, Sabariah, H.,
Khasanah, U., & Jayanti, D. . . (2021). Strategi Pembelajaran. In Penerbit Tahta Media
Group.
McTighe, J., & Wiggins, G. (2012). Understanding By Design® Framework. Alexandria,
VA: Association for Supervision …, 1–13.
ftp://ftp1.sd34.bc.ca/ProD/VC/BackwardDesign/UbD_WhitePaper0312.pdf
Rodríguez, Velastequí, M. (2019). No 主観的健康感を中心とした在宅高齢者における 健康関連指標に関する共分散構造
分析 Title. 1(1), 1–23.
Seknum, m faqih. (2013). Jurnal Biology Science & Education 2013 NUR ALIM. N. Jurnal
Biology Science & Education, 2(2), 159–169.
Sumrall, W., & Sumrall, K. (2018). Understanding by Design. Science and Children, 56(1),
48–54. https://doi.org/10.2505/4/sc18_056_01_48
Brown, H.D. (2000). Principles of Language Teaching and Learning, Fourth Edition.New
York: Longman.
İşman, A. (2011). Instructional Design In Education: New Model. The Turkish Online
Journal of Educational Technology, 10(1), 136–142.
Hakim, L. (2021). Managing Teacher’s Digital Literacy in Responding to the Challenges of 21st
Century Skills. AL-ISHLAH: Jurnal Pendidikan, 13(3), 2249–2255.