Understanding by Design
By Billy Ken B. Poon
This school year, Lourdes School of Mandaluyong (LSM) experiences a different method of teaching called “Understanding by Design” or better known as “UbD”, a way of thinking that revolves around the design of the curriculum. Its aim is to provide students with a design suited for ensuring understanding, which can be done through assigning performance tasks (PeTa) and following the backward design.
However, as sweet as UbD sounds, its immediate launch caused uproar among high school students because of the impact it brought. More and more tasks have been lain down before students and teachers alike to the point that almost everyone fails to see its essence because of its numerous tasks and requirements; some agree with the framework UbD works in while some do not. Some say that they learn better with the old-style of teaching as opposed to the newly-styled UbD-teaching. Case and point, many ask: is it you be developed or you be dead?
The Link views UbD as a transitional phase in which we all must adapt. We are experiencing this turbulence because it is first-hand in our institution; we have yet to grasp and appreciate its meaning amidst the loads of school work and to do that, we must give at least UbD a year, for how would we know what UbD truly is when we have not even experienced it?
In that regard, we cannot jump to conclusions just yet. There are not enough results to conclude that UbD is effective in Lourdesian environment. Likewise, we cannot compare our environment with other private schools practicing UbD because their environment differs from ours; thus, we move with the facts.
Our school administration supports UbD. Otherwise, it would not have been implemented. This is plainly because UbD covers long-term lessons that students will carry for the rest of their lives, and UbD does this through PeTa, the test of understanding where students...