Have you ever had a moment in your life where you thought you were doing something the right way and then someone comes along and tells you to do it completely backwards? Well that is what is happening to teachers when it comes to lesson planning. The framework that is UbD (The Understanding by Design) has teachers looking at long term goals first rather than short term. This process begins by teachers identifying what they want their students to ultimately learn and walk away with at the end. Once they have determined those goals they are to figure out how they plan on assessing each of these targets. Lastly they will begin to create their lessons and cool activities for their students. For so long I have assumed that starting with lesson planning would be the best way to approach teaching but the UbD states otherwise and it makes a lot of sense.
One reason that I feel that UbD could be useful is because of the way the public school system is going right now. In the article Classroom Assessment for Student Learning written by Richard Stiggins, he brings up the point of building on the prior knowledge of our students. There is a lot of responsibility placed on teachers that they will have taught their students everything that they need to know before they are passed on to the next grade. Even with that responsibility there are still situations where that is not occurring or not to the full extent. As time has gone on social studies is being taught less and less in elementary schools. Teachers are beginning to focus their attention more on math and English as opposed to social studies which delays their knowledge as they move to higher grades. By the time that these students are reaching the ninth grade, they have only really been exposed to four years of actual history in their whole school career. With that being said, by the time that they reach high school history there is no telling what these students do and do not know. It creates a broad spectrum for teachers to try and focus their material on for the whole semester.
With the use of UbD, teachers can use assessments in the beginning of their semester to find out where these students actually are in their understanding of history. Once the teacher has this knowledge, he/she can begin to see where his/her students need to be at the end of the instructional time frame. Rather than starting from a point with a wide range, there can be a focus that is built out with assessments and lessons. This framework is essential to helping teachers take students who are all have different levels of knowledge, and allows them to maximize their time in order to cover what all needs to be covered in that semester. There is no telling what the teacher prior taught that students so if you can get a grasp on what they did learn, than the UbD will help organize and guide the instruction.