Understanding by Design (UbD) is another name for the methodology of Backward Design (BD). This latter is a highly-effective instructional differentiation method developed by Grant Wiggins, Jay McTighe, which was published by the Association for Supervision and Curriculum Development (ASCD) as a framework for excellence in student achievement.
Although there has not been enough research to establish a correlation between successful L2 instruction and the integration of BD in an L2 setting, the tenets of this framework prove to address the true needs of all L2 learners. This is not limited to English Language Learners (ELLs) at a basic level. The integration of the Backward Design is comprehensive enough to be applied to the foreign language in the elementary school (FLES) lab, as well as to the most intense and advanced foreign language learning programs for adults.
Backward Design vs. The Quick Fix Language Learning program
Much to the frustration of the seasoned language instructor, the advent of the Web and the ubiquitous access to technology now attempts to bring the SLA experience right to the computer monitor. These "quick fix solutions" provide the learner with a number of opportunities for language practice and application that, for the sake of short-term memory, could be effective. Yet, the application of the language in a diversity of scenarios through an extended or intermittent period of time will prove to be ineffective.
Backward Design implies planning the outcome of the lesson prior to setting up the steps to work toward the outcome. For an L2 setting, the process of SLA will flow naturally, and with more cognitive and affective focus than the typical pre-programmed L2 lessons taught by inexperienced instructors, or by computer-based programs.
The BD process follows a specific pattern:
- Establish the ultimate purpose of the lesson: What knowledge will the students take with them once the lesson is over.
- Build a rubric that can quantify the amount of knowledge gained and sustained through a series of activities.
- Creating activities by level of interest, ability, and skill to help the student attain the goal.
- Use all the previous components to teach the lesson. The difference between the traditionally "spoon-fed" lesson and that the BD lesson will have a clear purpose, and a clear number of steps to fulfill the objective.
BD process in the L2 setting: Using the previous pattern, the L2 instructor can scaffold upon the original frameworks and devise a clear and specific plan for the foreign language student.
Establishing the ultimate goal of the lesson: A Sample lesson using BD
- Lesson: Personal information and description
- Purpose: All L2 students will identify and describe themselves in full using the target language.
- Rationale: This is essential information for all L2 learners to convey in a communicative environment in the target language. It opens the channels of communication and appeals to the unique qualities of all individuals.
- Rubric: In order to quantify SLA and retention the student will be asked to describe and identify himself verbally and in writing at an interval of once every week.
- Differentiated Instruction for Grading: The passing grade is determined upon the student's proven ability to use accurate language without visual nor auditory aids.
Students will be graded as Novice (Barely able), Apprentice (Emergent), Proficient or Expert. All novice and apprentice students will be re-taught based on ability, interest, or learning profile.
How instructors FAIL
Traditionally, an instructor would use a scope and sequence to teach lessons about authors and their works, or historical periods. In the L2 classroom, instructors tend to teach greetings and basic expressions with or without context. However, the same results continue to arise in all settings as a result of not implementing BD: that, aside from a standardized or instructor-made examination, there is little knowledge of what the student actually knows. As a result both the instructor and the student experience the frustrations that arise from mediocre teaching and the expected low student scores.
Teaching has never been an easy task, but it should not have to be an unfair task for both students and educators. As long as there is a clear and attainable goal at hand, there is no excuse for any professor, instructor, nor student to set themselves for failure. Any learning setting is equally capable of providing a wholesome and purposeful education. The key is: does the instructor know the purpose that a lesson will eventually serve?
Michelle Ossa - Michelle Ossa is a Professor of Second Language Acquisition Theories, Alternative Assessment for EFL education, Elementary School, and ...
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