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Implementing the Understanding by Design Framework in Higher Education

Judy Alhamisi (Marygrove College, USA), Blanche Jackson Glimps (Tennessee State University, USA), and Chukwunyere E. Okezie (Marygrove College, USA)
Copyright: © 2015 |Pages: 79
EISBN13: 9781466674394|DOI: 10.4018/978-1-4666-6375-6.ch003
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Abstract

This chapter describes an organizational initiative to develop and implement the Understanding by Design (UbD) curriculum-planning framework to improve learning outcomes for teacher candidates and their students during clinical experiences and in their future classrooms. This case study explores a pedagogical approach that has met with success in working with teacher candidates. The focus is on a narrow range of knowledge, skills, and dispositions related to effective teaching in science education: the ability to design, plan, and implement curriculum. Curriculum design using the Understanding by Design (UbD) Framework is a high priority when moving from simply covering subject matter to ensuring deep understanding. Using “Backward Design” helped many teacher candidates develop skills to plan effective science curriculum, units, and lessons. The experiences of two teacher education programs in building teacher candidates' skills in planning and implementing science education curriculum using the UbD Framework are presented in this case study.
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