In education, we talk about teaching with the end in mind; however, this is sometimes geared toward preparing the students for the exam. Typically I would create the exam and then prepare my pacing of instruction to ensure that I cover all of the items for a test. This model works very effectively in creating a system that allows that to teach all of the things that somebody will test. However, this model of design prepares the student for the exam. By using the 3-column or the UbD process, the teacher has to focus on the broader goals and outcomes of the course or lesson. By focusing on the results and what the student should know or be able to do at the end of the period, the focus now shifts from task to focus that is based on skills and knowledge that will be retained past the test. Therefore, both models allow the teacher to teach with the end in mind but a future that is not totally focused on multiple-choice questions.
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If I had to choose between the two models, I would select the three-column model. This decision would be based on the easy use of the unit plan for my content. However, the 3-column model was very intuitive and straightforward in focusing on the learning that would take place during the course. Whereas the Ubd model was very in-depth, focusing on the standard and the essential questions. I found the goals in the 3-column model easier to use since it forced you to focus on the learning and not the activities.
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​Wiggins, Grant, et al. Understanding by Design. Association for Supervision and Curriculum Development, 2005.
Unit Title: Making Informed Financial Decisions (11th Grade)
Established Goals: Students will gain a foundational understanding of personal finance and challenges in making financial decisions with limited resources.
Standard 1:Evaluate the financial choices that are made based on available resources, needs, and wants for goods and services.
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Enduring Understandings:
What understandings are desired about the big ideas of this unit?
Individuals should use credit for larger purchases like homes or education and avoid debt on items that decrease in value.
Individuals should understand that debt is an obligation to repay money at a future date. Some debt can also have a positive impact on credit while other debts can have a negative impact on your credit.
Individuals should prepare for emergencies by saving 6 months of expenses for emergencies.
Individuals should define what emergencies are in their family. (new a/c, leak in home, health issues)
Individual should understand the types of budgets and how to change behavior based on your budget
Individuals should understand the risk of making certain financial decisions versus making a different decision using the cost-benefit approach to financial decisions.
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Individuals should have a general understanding of income tax and how tax brackets work based on income.
Individuals should have a general understanding of credits and debit on the balance sheet and how to balance a checkbook for income and debits.
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Essential Questions:
What questions(s) will guide inquiry and point toward the big ideas and transfer goals of the unit
What is good and bad debt?
What is debt? How does debt impact my credit?
How do I prepare for financial emergencies?
What are some examples of financial emergencies?
How do I establish a budget?
Why should I establish a budget for my personal expenses?
What is cost benefit analysis in personal finance?
What are the risks of not having a financial plan for expenses?
How much will I pay in taxes?
How do I balance a checkbook?
What are the differences between a debit card and a credit card?
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Students will know…
-Be able to make general financial decisions based on the cost benefit analysis and be ably to systematically make decisions
-Be able to successfully balance and checkbook
-Have general financial terminology such as (debit, credit, deductible, max out of pocket- health insurance, financial goals)
-Distinguish between needs and wants.
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Students will be able to…
1.Analyze cost, benefits and opportunity cost to determine the achievement of personal financial goals.
2.Apply the decision-making process to an unforeseen situation.
3. Explain the concept of financial obligations, such as a promissory note, cell phone, contract or college loan
4.Evaluate how public policy issues impact personal financial decisions, such as environmental and health care concerns.
5.Evaluate factors that affect personal financial decisions and actions.
6. Refine and extend a conceptual understanding of new words regarding financial literacy.
7. Apply the decision-making process to achieve a personal financial goal.
8. Evaluate outcomes of financially responsible and irresponsible decisions.
Formative Assessments:
Create an eportfolio
Discussion Questions (Canvas)
Stimulators on various financial scenarios
Quick Write
Rubric
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Summative
Eportfolio post -personal reflections and presentations- Shared with friends and family
Summative Assessments
Podcast Project
Projects
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W Where are we going? What is expected?
Review learning objectives and what students will know in the end. W
Introducing the projects. W
Introduce the use of websites and eportfolios.W
H How will we hook (Introduce this to) the students?
Using videos and news articles on personal finance. H
Use lyrics from popular song to get students attention H
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E How will we equip students for expected performances?
Explore financial simulators with students making various decisions. E
Students create financial plans based on given facts where students create a financial plan. E
Answer discussion from video. E
Review and answer questions on credits and debits. E.
R How will you rethink or revise?
Test and review information. Make changes as needed based on the data. R
Small group instruction for students who have misunderstandings. R
Peer review of and feedback for projects. R
Some students may be confused with the various outcomes on the simulators given various decisions. R
E How will students self-evaluate and reflect on their learning? E
Eportfolios will offer a section for self-evaluation and reflection on their learning E
Discussion questions. E
T How will we tailor learning to varied needs, interests, and learning styles?
Student survey T
Student voice and choice in projects and interest. T
O How will we organize the sequence of learning?
Online presentations O
Sequential order that's logical in the needs of the student O
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Utilize pacing guides and calendar O
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