After making my 3 column table and my UbD template, based on my experience, I will make the following comparison: first of all, I will compare the approach; Finks' 3-column table focuses on developing three aspects Learning Goals, Learning Activities and Assessment Activities the description of the situation, transformation actions and expected results, making it ideal for planning specific interventions and directly addressing problems, while the UbD Template focuses on identifying desired results, determining acceptable evidence and planning learning experiences. This comprehensive approach ensures that activities and lessons are designed to achieve the objectives.

Secondly, the 3-column table is easier to use, although it takes a long time to organize the ideas. On the contrary, the UbD template is more complex since it needs greater depth and details in the design of curricular units. Third, the emphasis of the 3-column table is on the planning of learning activities, while in the UbD template, it is on the identification of learning objectives and the design of evaluations; therefore, the design is rigorous. Now, addressing where each design process would be more effective, I find that while the 3 column table may be easier to use, the UbD template proves more effective, specific, and precise in my innovation plan.

This plan involves using the gamification strategy to develop number sense in pre-kindergarten. The UbD template facilitates the integration of gamified mathematical activities, learning objectives, and evaluation and reflection strategies. It also enables the creation of more meaningful and transferable learning experiences for pre-K students by considering key understandings, essential questions, and flexibility and adaptability based on students' needs and interests. While both tools have their advantages, the UbD template offers a more comprehensive view of the teaching-learning process, particularly in creating and implementing meaningful digital learning environments.

 

Reflection on how the two different design processes have contributed to your ability to design learning environments and how this will help you with your innovation plan.

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The Finks 3 Column Table and the UbD Template have contributed positively by providing enriching ideas to develop the skills and knowledge necessary for my ability to design innovative, effective, and engaging learning environments, particularly in Gamification for teaching and learning mathematics. Both were unknown to me; however, the precise structure of the Finks 3 Column Table has allowed me a solid foundation to understand the essential elements of a curricular unit: learning objectives, learning activities, and evaluations, while The UbD Template has strengthened my approach as it allowed me to delve deeper into the curriculum design by providing a more complete and structured framework establishing clear learning outcomes, activities aligned with educational objectives and ensuring the evaluation of learning effectively.

These two complementary approaches will help me with my innovation plan since the principles of Fink's 3 column table will allow me to ensure that the Gamification games and strategies are aligned with the mathematical learning objectives established for each educational level and the depth and detail of the UbD template will help me design games and strategies that are not only fun and engaging, but also promote meaningful learning and mathematical skill development in students.

By combining these principles with my passion for Gamification and my knowledge of mathematics, I am confident that I can create an effective innovation plan that revolutionizes how students learn and get excited about mathematics. Ultimately, exploring these two design processes has been an enriching experience that has allowed me to develop the skills and knowledge necessary to design innovative and effective learning environments.

 

References

 

Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. Creating significant learning experiences: an integrated approach to designing college courses. San Francisco: Jossey-Bass.

Hawker, B.(2023). What is understanding by design? Author Jay McTighe explains. Youtube.https://youtu.be/d8F1SnWaIfE?si=SgJpYZ7URp5T-zpQ

Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded second ed.). Alexandria, Virginia: Association for Supervision and Curriculum Development.

Wiggins, G. & McTighe, J. (2012).  https://drive.google.com/file/d/1exbCO_CUAij0lcQT3st2g4wJ2PIvUhK8/view

Texas Prekindergarten Guidelines. (2022). https://tea.texas.gov/academics/early-childhood-education/2022-texas-pkg-comprehensive-guide.pdf