Discussion Thread: Reflecting on Curriculum Design and Development

 

 

**Discussion Thread: Reflecting on Curriculum Design and Development**

In this discussion, I will reflect on the key insights from the McTighe and Willis (2019) text, *Upgrade Your Teaching: Understanding by Design Meets Neuroscience*, and evaluate the Understanding by Design (UbD) model in the context of my educational practice.

**Biggest Takeaways from McTighe & Willis (2019)**

One of my primary takeaways from McTighe and Willis (2019) is the integration of neuroscience principles with the UbD framework. The authors emphasize that understanding how the brain processes and retains information can enhance curriculum design. For instance, the book highlights the importance of “retrieval practice” and “spaced repetition,” which are supported by cognitive science research. These principles are crucial because they align with the idea that learning is more effective when information is revisited over time, rather than crammed in a single session. This insight helps in designing curricula that promote long-term retention and deeper understanding (McTighe & Willis, 2019).

Another significant takeaway is the emphasis on “transfer,” which refers to the ability of students to apply their learning to new and varied contexts. McTighe and Willis argue that effective curriculum design should focus on helping students develop skills and knowledge that are transferable beyond the classroom. This aligns with the UbD principle of designing learning experiences that prepare students for real-world applications, thus bridging the gap between theoretical knowledge and practical use (McTighe & Willis, 2019).

**Agreement with the Premise**

I agree with the basic premise of McTighe and Willis’s text, which integrates neuroscience with UbD principles. The fusion of these fields provides a robust framework for understanding how to design curriculum that not only engages students but also aligns with how the brain learns best. The application of cognitive science principles, such as retrieval practice and spaced repetition, adds empirical support to the UbD framework, making it more practical and evidence-based. This integration enhances the likelihood of creating effective learning environments that foster deeper understanding and retention (Brown, Roediger III, & McDaniel, 2014).

**Experience with Understanding by Design**

I have utilized the UbD model in my classroom, and my experience has been generally positive. The model’s focus on “backward design” has been particularly beneficial. By starting with the end goals in mind and designing assessments first, I have been able to create clearer learning objectives and more focused lesson plans. This approach has facilitated better alignment between instructional activities and desired outcomes, leading to improved student performance on assessments.

However, implementing UbD has also presented challenges, particularly in aligning all aspects of the curriculum with the end goals. This requires a substantial amount of planning and reflection, which can be time-consuming. Despite these challenges, the benefits of having a well-structured curriculum that emphasizes understanding and application have outweighed the difficulties (Wiggins & McTighe, 2005).

**Future Use of UbD**

I plan to continue using the UbD model in my teaching practice. Its emphasis on clarity in learning goals and alignment with assessments ensures that students are not only learning content but also developing skills that are transferable to other contexts. The model’s focus on understanding and application supports a deeper level of learning, which I believe is essential for student success (McTighe & Willis, 2019).

**UbD and Biblical Principles**

The UbD model reflects several biblical principles found in Christian education. For instance, the principle of purposeful learning, which underpins UbD, aligns with the biblical teaching that education should be meaningful and transformative. Proverbs 4:7 (NIV) states, “The beginning of wisdom is this: Get wisdom. Though it cost all you have, get understanding.” This verse emphasizes the importance of pursuing deep understanding, which resonates with UbD’s focus on developing a deep grasp of content and its applications. Additionally, the UbD model’s emphasis on transfer mirrors the biblical idea of applying knowledge to various life situations, aligning educational practices with holistic, transformative learning (McTighe & Willis, 2019).

**References**

Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). *Make it stick: The science of successful learning*. Harvard University Press.

Lalor, A. D. M. (2016). *Ensuring high-quality curriculum: How to design, revise, or adopt curriculum aligned to student success*. ASCD.

McTighe, J., & Willis, J. (2019). *Upgrade your teaching: Understanding by design meets neuroscience*. ASCD.

Stern, J. H., Ferraro, K. F., & Mohnkern, J. (2017). *Tools for teaching conceptual understanding, secondary: Designing lessons and assessments for deep learning*. Sage Publishers.

Wiggins, G. P., & McTighe, J. (2005). *Understanding by design*. ASCD.

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