Chapter 5 UbD

Standardized tests have haunted education programs since the early twentieth century. They provide limited data, but should not be used for determining high-stakes issues. Focusing primarily on catering to a standardized test typically narrows curriculum, restricts intellectual expression, and stymies people who possess other forms of intelligence. Understand by Design offers a number of alternative ways to assess a students’ knowledge of a given topic. Portfolios, reflective journals, informal observations, peer reviews, and other techniques. When assigning an assessment, it is highly effective to relate the topic to the real world rather than a hypothetical situation. The GRASPS framework provides the instructions for creating a “realistic” assessment.

            In my Practicum Placement, my mentor and I have worked to use personal experiences and real-world applications in our lessons. Our current lesson is on relative location and landmarks. Our end goal is to have students create a podcast describing how they get from Mt. Blue High School to their homes or vice-versa. Cardinal directions, secondary directions, landmarks, and road names must be used correctly in order to show proficiency. Our current lessons also include examining towns the students would know and our personal stories.

            I hope to mirror my mentor teacher in his ability to use relatable topics in my lessons. In a history class I could examine the daily life of a certain time period and juxtapose that with their modern routine. In a political science class I could have students debate/discuss regional issues that they are most likely influenced by. Regardless of the class, I will do everything I can to relate to my students. The more relatable it is to them, the greater the likelihood that they will be engaged in the content.