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Understanding by Design and Systematic Design

The document discusses two curriculum development models: Understanding by Design (UBD) and the Systematic Design model. UBD is a backward design model that involves three stages: identifying desired results, determining acceptable evidence of learning, and planning instructional experiences. The Systematic Design model involves two phases: project and selection, and production, implementation, and evaluation. It promotes a team approach and uses research to impact curriculum procedures. Both models emphasize the importance of evaluation in the curriculum development process.

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bc.rowelyn.barrio
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73 views

Understanding by Design and Systematic Design

The document discusses two curriculum development models: Understanding by Design (UBD) and the Systematic Design model. UBD is a backward design model that involves three stages: identifying desired results, determining acceptable evidence of learning, and planning instructional experiences. The Systematic Design model involves two phases: project and selection, and production, implementation, and evaluation. It promotes a team approach and uses research to impact curriculum procedures. Both models emphasize the importance of evaluation in the curriculum development process.

Uploaded by

bc.rowelyn.barrio
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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DIFFERENT

CURRICULUM
6.53
DEVELOPMENT
MODELS

Prepared by: Rowelyn Barrio


D. UNDERSTANDING BY
DESIGN
MODEL (UBD)
Understanding by design (UBD) is
an instructional design framework
developed by Grant Wiggins and
Jay McTighe (2002).The model is
also called as the Backward Design.
It is a widely used approach in
education for creating effective
lesson plans and curriculum
development.
DESIGN OF UBD MODEL

GOALS ASSESSMEN INSTRUCTION


Relevant T Meaningful
Engaging

3
THE THREE STAGES IN BACKWARD DESIGN
PROCESS

STAGE 1 STAGE 2 STAGE 3

Identify desired results Determine acceptable Plan the learning


evidence experiences and
instruction.

7/1/20XX Pitch deck title 4


STAGE 1:
IDENTIFY DESIRED RESULTS

Identify desired results


Includes what students should know, understand, and be
able to do. It also asks the questions about what is worthy of
understanding and what enduring understandings are desired for
the learners. This calls for examining current curriculum goals and
established curriculum standards, and reviewing curriculum
expectations.

5
STAGE 2:
DETERMINE ACCEPTABLE EVIDENCE

Determine Acceptable Evidence


Calls for designing assessment evidence for documenting or
validating whether the desired learning has been achieved. This
model encourages the use of authentic assessment for
assessing and evaluating students' learning.

6
STAGE 3:
PLAN THE LEARNING EXPERIENCES AND
INSTRUCTION.
Plan the learning experiences & instruction
Includes planning learning experiences that are useful in
implementing the curriculum. In this stage, teachers decide on
the type of activities that the students will do and the materials
that will be needed for the planned activities.

7
E. SYSTEMATIC DESIGN MODEL
The systematic Curriculum shows a
cogent systematic approach for
every stage of the educational
process, from goals to
accomplishments. Robert Diamond
originally developed the Systematic
Design model in the early 1960s. It's
an approach to the actual universe
wherein solitary things are seen as
linked rather than as distinct ones.
8
TWO BASIC PHASES

Two Basic Phase

1 Project and selection

2 Production, Implementation and Evaluation

9
SUMMARY
Since this model depends largely on data, it is
crucial to obtain the relevant information before
starting any of the operations. This curriculum-
based exercise method promotes a team
approach to curriculum development and lets
research impact curricular procedures.

In addition, to ensure the seamless execution


of the curriculum, curriculum workers can plan
for the production and implementation of the
curriculum in the second phase of the model.
This phase also emphasizes the significance
of evaluating instructional materials. 10
THANK YOU FOR LISTENING

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