Understanding by Design

Ricafrente, Leo B.
Paghahanda: Ika-27 ng Nobyembre, 2009
FIL 212: Paraan at Pamamaraan sa Pagtuturo ng Filipino

Understanding by Design
Ang pagbabago sa kurikulum ng Filipino sa batayang edukasyon ay dumadaan sa maususing pagsusuri, pag-aaral at pagdevelop. (Autor, 2005). Kaya ngayon, pagtuunan natin ng pansin ang isang panibagong development sa larangan ng edukasyon – Undersatnding by Design.
Ang mga edukador na sina Grant Wiggins at Jay McTigheis ay may mahalagang kontribusyon sa kalakaran at sistema ng edukasyon sa pangkalahatan. Sila ang siyang nagpasimula ng pagpapakilala sa sektor ng edukasyon ng tinatawag na Understanding by Design, o mas kilala sa tawag na UbD. Ito ay hinango mula sa kanilang binalangkas na aklat na pinamagatang Understanding by Design.
Ayon sa kanila, Understanding by Design is an increasingly popular tool for educational planning focused on "teaching for understanding”. The emphasis of this is on "backward design", the practice of looking at the outcomes in order to design curriculum units, performance assessments, and classroom instruction. In other words, it is a "framework that lead the students to deep understanding of the content of the subject matter taught.” Kung gayon, mahalaga ang hakbanging nilalayon nito upang maging makabuluhan ang proseso ng pagkatuto ng mga mag-aaral at ito rin ay nagsisilbng hanguan ng mga guro para sa kanilang mga kasanayang pampagtuturo.
Bilang karagdagan, ayon pa rin sa kanila, UbD expands on "six facets of understanding", which include students being able to explain, interpret, apply, have perspective, empathize, and have self-knowledge about a given topic.
Sinabi rin ni Wiggins, The potential of UbD for curricular improvement has struck a chord in American education. Over 250,000 educators own the book. Over 30,000 Handbooks are in use. More than 150 University education classes use the book as a text.
Alalaong baga, ang ganitong pagpalaganap ng kabatiran sa nasabing pagpaplano ng kurikulum ay mas higit na napapanahon kung ikukumpara sa mga naunang nakasanayan na nating sistema. Ngunit, hindi rin kailanman mapasusubalian na hindi masyadong epektibo ang mga naunang sistema. Ibig sabihin, sa gayon, makatutulong pa nga ito upang mas lalong maging malawak ang kaalaman at kasanayan ng kaguruan sa kanilang napiling bokasyon.



Hayaan ninyong ihayag ko ang ilan pang mga pagpapaliwanag hinggil sa nasabing UbD:
Backward design
Understanding by Design relies on what Wiggins and McTighe call "backward design" (also known as "backwards planning"). Teachers, according to UbD proponents, traditionally start curriculum planning with activities and textbooks instead of identifying classroom learning goals and planning towards that goal. In backward design, the teacher starts with classroom outcomes and then plans the curriculum, choosing activities and materials that help determine student ability and foster student learning.
Teaching for understanding
"Teaching for understanding" is another central premise of Understanding by Design. It should be evident in course design, teacher and student attitudes, and the classroom learning environment. There should be coherent curriculum design and clear distinctions between big ideas and essential questions. Teachers should tell students about big ideas and essential questions, performance requirements, and evaluative criteria at the beginning of the unit or course. Students should be able to describe the goals (big ideas and essential questions) and performance requirements of the unit or course. The classroom learning environment should have high expectations and incentives for all students to come to understand the big ideas and answer the essential questions.
Learn More
Understanding by Design — a framework for designing curriculum, assessments, and instruction explores questions like:
1. What is teaching for understanding?
2. How can a teacher unpack content standards to identify the important big
ideas that he want students to understand?
3. How does a teacher know that students truly understand and can apply their
understanding in a meaningful way?
4. How can a teacher design courses and units to emphasize understanding
rather than coverage?
5. What instructional practices are both engaging and effective for developing
student understanding?

Talasanggunian:
Autor, Evelyn B. Ang Binagong Kurikulum sa Pagpapaunlad at Pagpapataas ng Pagkatuto at pagtuturo ng Filipino. Kadunong Journal. College of Education, Ateneo de Naga University. 2005
Wikipedia, the free encyclopedia: http://en.wikipedia.org/wiki/Understanding_by_Design.2009
http://www.ubdexchange.org/web_resources/UbD_Overview/learn_more.cfm. 2009