I had previously used Fink's guide to design a course, specifically the 8th grade AVID elective. As I created the 3 column table, I was able to successfully align outcomes, activities, and assessments for the course. Fink's guide was excellent for a holistic approach and allowed me to really see the big picture. Wiggins and McTighe's UbD approach was also very helpful in helping me identify the goals for this course and how the activities as well as the assessments aligned. However, the UbD approach allowed for more details, which I found would be more effective to use for specific units as opposed to the entire course. Below you can view the UbD template I developed for a Careers unit of the 8th grade AVID Elective course. It would be necessary to develop a UbD template for every unit this course consists of and use the 3 column table as a guide of the overall goals of this course. Both design processes have been helpful in leading me to articulate the goals for my learners through the 8th grade AVID Elective Course. As a result, I have been able to recognize the differences between assessments and learning activities. Additionally, I now have enough clarity to determine which activities and assessments are authentic and which ones still need to be developed. The use of student e-portfolios can be readily implemented in this specific unit as well as the rest of the course as the students publish their research projects and reflect on their learning experiences. References L. Dee Fink, (2003) Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded second ed.). Alexandria, Virginia: Association for Supervision and Curriculum Development.
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