Mathematical Order of Operation Course Design
In a discussion with a math professor at SVCC, he mentioned that one of the common concepts he sees students not understand is order of operations (Megill, 2017), so I thought I would use that as a subject to develop a course design.
- 3-Column Table (PDF)
- Situational Factors Analysis (PDF)
- Significant Learning Goal Questions (PDF)
- Understanding by Design (UbD) Template (PDF)
Course Design Tool Comparison
Having worked with both Fink’s 3-column table and the UbD template, I can see why each would have a following and why both are useful in developing significant learning environments. The 3-column table is most useful in putting down broad, learner-centered goals and aligning activities with those goals. UbD, with its maddening level of detail and specificity, forces the designer to fill out those goals and activities and develop a much more well-rounded course.
I certainly prefer starting with the 3-column table. It’s much less rigid and allows me to get down the learning goals and connect them with activities and assessment. I generally prefer to move from goals to learning activities to assessment because I that helps me frame the activities around authentic learning rather than crafting them to suit the assessment. I would much rather adjust the assessment activities to fit learning activities than the reverse.
Once the broad goals are sketched out, disassembling the structure and rebuilding it in the UbD framework forces me to look at the activities and goals in a different way, helping me to find and fill holes in the course design. Honestly, I find it difficult to imagine going through the whole UbD process for every lesson, module, or even every course, but I can certainly see that at least thinking through the process will result in a better course design.
Updated 10/1/2017 to a new version of the 3-Column Table (prior version) and added the UbD template and course design tool comparison.