Understanding by Design (UbD) Template, Version 2.

0
Last updated July 14, 2016
Stage #0: COURSE APPROVAL

[Jessica Edwards]

Stage #0:
Course
Approval

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Understanding by Design (UbD) Template, Version 2.0

Stage #0: COURSE APPROVAL

STAGE #0: COURSE APPROVAL

Program name:
Program
overview:

Course number:
Course name:
Course overview:

Time length of
course:

Name of unit:
Time length of
unit:
Unit overview:

Course Approval
PROGRAM INFORMATION:
Which program will this unit be a part of?
Allied Health
The Allied Health department provides student with a variety of
certificate programs in the health care field. Our program works closely
with the medical facilities and practitioners which helps us to prepare
students for the needs of the local health care industry.
COURSE INFORMATION:
Which course will this unit be a part of?
ALH 1101
Introduction to Healthcare Delivery
Orientation to the health care delivery system, including history,
economics, medical/legal issues, professionalism, ethics, sociological
aspects and wellness concepts. Orientation to the use of technology in the
health care system will also be provided, including user interfaces,
telecommunications and networks. The development of health care team
skills, including critical thinking and problem-solving strategies and
multicultural health care perspectives, will be presented.
16 weeks (2-3 days per week)
UNIT INFORMATION:
Tell me about the unit you plan to teach.
Wellness/Public Health

2 weeks (4 class periods)

In the Wellness/Public Health unit, we will define health and what it
means to have a healthy/unhealthy lifestyle. Define quality of life and
identify types of stress, as well as the connection between stress and
health. Define the concept of public health and give examples of public
health activities. Explain the role of government in public health and
describe government initiatives to protect the public's health.
TECHNOLOGIES TO BE INCLUDED IN LESSON
Public Health Department Website, Productivity software, search engine, quizlet flashcards,
Healthy People 2020 website, online quizzes, PubMed, OhioLINK.

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Stage #0: COURSE APPROVAL

BIG IDEA OF UNIT

In student language, why is it important to teach this lesson? Put this in language so easy to
understand that a fifth grader would be able to understand it.
Everywhere you turn today someone is trying to give you information on how to be healthy
and prevent illness. Your doctor might be discussing with you healthy eating and exercise. You
see so many ads on TV about this diet program, or the miracle exercise machine, or the
magical cure all pill for that disease you didn't even know you had. Wellness is an important
concept in our society. Along with Wellness, we need to look at the agency that has a biggest
impact on wellness in our community - the local public health department. They are charged
with trying to oversee many of the services linked to a healthy community and provide
services to help us get and stay healthy.

HISTORY OF UNIT:
What is your history with this unit? Have you taught it before? Is it new or are you redesigning
it?
This unit has been taught on several occasions, including seven times by myself. This unit has
been modified on several occasions by others, however I am redesigning it on this occasion.
WHY:
Tell me why you picked this unit? Why is it important to you?
I chose this unit because it is fundamentally the foundation to all allied health. Understanding
how our health affects our life is important and we must be able to educate our patients on this
as well. In regards to the inclusion of public health, we must know how the government plays
a part in our health and understand how to utilize all programs available. Our patients will
come from a variety of different socioeconomic backgrounds which can be impacted by the
public health systems.

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Stage #1: COURSE INTRODUCTION

Stage #1:
IDENTIFY
DESIRED
RESULTS

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Stage #1: COURSE INTRODUCTION

STAGE #1: DESIRED RESULTS

Subject/Discipline
Class name and
number:
Class time frame:
Grade Level:
Key words:
District/University
/ Organization
School/Departmen
t/ Corporation
Type of school or
organization

COURSE AND UNIT SUMMARY

COURSE
Allied Health
ALH 1101: Introduction to Healthcare Delivery
16 Weeks
Undergraduate
Allied Health, Healthcare
Sinclair Community College
Allied Health Department
Public School Private School

Charter School

Corporation Training Company Other: ___________

Textbook for class: Introduction to Healthcare Delivery: Second Edition
Links to online
www.health.gov/paguidelines
resource material: http://www.phdmc.org/
https://www.healthypeople.gov/
UNIT
Unit title:
Wellness/Public Health
Unit time frame:
2 weeks
Where does unit fit This unit is flexible and can be taught any time after the first 4 weeks of
into class?
class. Currently it is positioned in week 9.
Unit delivery?

F2F

Blended
Online Other: ___________________
COURSE DESIGN

Why are you

Course project Plan to teach course
Part of team developing course
developing this
course?
Other: __________________________________
Time frame to
teach:
Each semester
Level of Expertise:
(Select all that
apply)
Subject Matter Expert (SME) Future Instructor Course Designer

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Stage #1: COURSE INTRODUCTION

UNIT SUMMARY
UNIT OVERVIEW
Give an overview of the unit in your own words (use simple words)
This unit has 2 components: 1) Wellness: We will discuss the definition of health and explore
ways our health plays an important role in our life and profession. Discuss factors that
influence health, types of illnesses and illness behaviors. From there, we will begin discussing
preventative care and health promotion, where we will explore government initiatives, such as
Healthy People 2020. 2) Public Health: In this component, we will discuss the government's
efforts to prevent or control the problems of health and disease from a national perspective.
We will explore public health on all levels including the U.S Department of Health and Human
Services, Ohio Department of Health, and Montgomery County Public Health to gain better
knowledge of the function of public health and how we as clinicians can implement in our
patient care. We will also briefly discuss the regulatory agencies and their roll in healthcare,
including The Joint Commission, The Ohio Department of Health (ODH), and The
Commission on Accreditation of Rehabilitation Facilities (CARF).
PROFESSIONAL ORGANIZATION(S) FOR CONTENT
List all professional organizations that would have competencies, standards, or requirements for this course.

Professional
Organization
#1

American College of Sports Medicine

http://acsm.org/
http://certification.acsm.org/files/file/CoreCompetenciesPAPHS.pdf
Public Health Foundation

Professional
Organization
#2

http://www.phf.org
http://www.phf.org/resourcestools/Documents/Core_Competencies_for_Publi
c_Health_Professionals_2014June.pdf

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Stage #1: COURSE INTRODUCTION

STANDARDS AND/OR COMPETENCIES

Standards are like the building code. Architects and builders must attend to them but they are not the purpose of
the design.
Code
STANDARDS AND/OR COMPETENCIES [C]:
What content standards or competencies will this unit address?

1A1
2A5
3A8
5A1
KSA 3.3.2
KSA 2.1.3

Describes factors affecting the health of a community (e.g., equity, income,

education, environment)
Identifies current trends (e.g., health, fiscal, social, political, environmental)
affecting the health of a community
Describes the roles of governmental public health, health care, and other
partners in improving the health of a community.
Describes the programs and services provided by governmental and nongovernmental organizations to improve the health of a community
Knowledge of cultural, social and behavioral factors that affect physical activity
promotion.
Ability to translate physical activity-related data to stakeholders to justify and
support community-based physical activity interventions.
TRANSFER

What does the student need to be able to do in the future (perhaps in their career) in an environment that is
different than the classroom without the support of the instructor?
Code
TRANSFER [T]:
Competenc
What kinds of long-term independent accomplishments are desired?
y
Students will be able to independently use their learning to. . .
Codes

T #1

T #2

Student will be able to independently use their learning to explain the

role of public health and educate patients on initiatives to improve health
and wellness.
Student will be able to independently use their learning to assess a
patients situation and circumstances and provide public health initiative
and services to help improve their overall health and wellness.

3A8. &
5A1
1A1 &
KSA
3.3.2

T #3
T#4
T #5

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Stage #1: COURSE INTRODUCTION

MEANING
An understanding is an idea that results from reflecting on and analyzing ones learning: an important
generalization, a new insight, a useful realization that makes sense out of prior experience or learning that was
either fragmented or puzzling. An understanding is not a fact (though it may sound like one) but a theory in the
broadest sense; it is the result of inference- the developing and testing of ideas by learners, with teacher
assistance, as needed- culminating in an idea that seems useful and illustrative to the learner (Wiggins &
McTighe, 2011, p. 14).
Code
ESSENTIAL QUESTION [Q]:
Competenc
What thought-provoking questions will foster inquiry, meaning-making, and transfer?
y
Put in the form of a question.
Codes

Q #1

As a clinician, what role can I play to improve general wellness for my

KSA

patients?

3.3.2 &
KSA

Q #2

2.1.3
How can I get involved with public health initiatives to stay connected to 3A8 &
better educate and utilize public health services?

5A1

Q #3
Q #4
Q #5
Code

UNDERSTANDINGS [U]:
What specifically do you want students to understand? What inferences should they
make?
Put in the form of a statement. Students will understand that. . .

Competenc
y
Codes

U #1

Students will understand the difference between healthy versus

KSA

U #2
U #3
U #4

unhealthy lifestyles.
Students will understand the role of government in public health.
Students will understand the programs offered through public health.
Students will understand how socioeconomic status can affect the health

3.3.2
3A8
5A1
1A1

of an individual.
U #5

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Understanding by Design (UbD) Template, Version 2.0

Stage #1: COURSE INTRODUCTION

ACQUISITION
In the short term, our aim is that students acquire knowledge and skill. Here, you state the key declarative
knowledge (factual information, vocabulary, and basic concepts) and procedural knowledge (basic know-how or
discrete skills) you want your students to learn by the units end (Wiggins & McTighe, 2011, p. 21).
Code
KNOWLEDGE [K]:
Competenc
What facts and basic concepts should students know and be able to recall? Students
y
will know. . .
Codes

K #1
K #2
K #3
K #4
K #5
Code
Know =
S

Students will know the concept of health

Students will know the role of public health.

SKILL [S]:
What discrete skills and processes should students be able to use?
Students will be skilled at. . .

1A1
2A8

Competenc
y
Codes

S #1

Students will be skilled at using government initiatives to educate the

5A1

S #2

public.
Students will be skilled at providing education to patients in general

KSA

health and wellness.

3.3.2

S #3
S #4
S #5

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STAGE #2: DETERMINE ACCEPTABLE EVIDENCE

Stage #2:
DETERMINE
ACCEPTABLE
EVIDENCE
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Understanding by Design (UbD) Template, Version 2.0

STAGE #2: DETERMINE ACCEPTABLE EVIDENCE

STAGE #2- DETERMINE ACCEPTABLE EVIDENCE

Students should refer to Module G & J in the textbook for information in this section.
PERFORMANCE TASKS
Assessments where students flexibly and intelligently use what they know, in a new complex situation where
higher-order thinking in the use of content is required.
Desired Results
Performance Task(s):
Evaluative Criteria:
Code
How will students demonstrate their
What criteria will be used in each assessment to
All Transfer
understanding (meaning-making and
evaluate attainment of the desired results?
Goals
transfer) through complex
Regardless of the format of the assessment, what
And
performance? Students will show that
qualities are most important?
All Meaning
they really understand by evidence
Goals
of:

OTHER EVIDENCE
Here you place assessments of knowledge, skill, standards, and other goals that are not otherwise assessed by the
performance tasks.
Desired Results
Other Evidence:
Other Evidence Evaluative Criteria:
Code
Through what other evidence (e.g.
What criteria will be used in each assessment to
All Meaning
quizzes, tests, academic prompts,
evaluate attainment of the desired results?
Goals
observations, homework, journals,
Regardless of the format of the assessment, what
And
etc.) will students demonstrate
qualities are most important?
All Skill and
achievement of the desired results?
Transfer Goals
And
All Knowledge
and Skill Goals.

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STAGE #2: DETERMINE ACCEPTABLE EVIDENCE

Grading Rubric
Pick one of your critical assessments and develop the rubric that you will be using to evaluate it. In your rubric you should list
the criterion that you will be using to evaluate the assessment, the levels that you will use, and a description for each
level/criterion.

CRITERION

EXEMPLARY

SUFFICIENT

NEEDS
REVISION

NO EVIDENCE

1. Criterion #1
2. Criterion #2
3. Criterion #3
4. Criterion #4
5. Criterion #5

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STAGE #3: PLAN LEARNING EXPERIENCES

Stage #3:
PLAN
LEARNING
EXPERIENCES

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Understanding by Design (UbD) Template, Version 2.0

STAGE #3: PLAN LEARNING EXPERIENCES

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Understanding by Design (UbD) Template, Version 2.0

STAGE #3: PLAN LEARNING EXPERIENCES

STAGE #3A- PLAN LEARNING EXPERIENCES

Students should refer to Module K and N in the textbook for information in this section.
WHERETO LEARNING PLAN
What teaching and learning experiences will equip students to engage with, develop, and
demonstrate the desired understandings? Group each key teaching and learning activity with
its appropriate WHERETO location.
GOALS: SMART Learning Objective
(Specific, Measurable, Attainable, Results-Focused and Time
Focused)
1.
2.
3.

W= help the students

know WHERE the
unit is going and
WHAT is expected? RELEVANCE:What are the benefits to the students by completing
Help the teacher know this unit? How will they benefit from learning this material?
1.
WHERE the students
2.
are coming from
3.
(prior knowledge,
DIAGNOSIS: How will you know what they know before the lesson
interests).
and what they know after the lesson? How will you test for
misconceptions?
1.
2.
3.
HOOK & HOLD: How will you hook and hold student interest?
1.
2.
3.
H= HOOK all
students and HOLD
TECHNOLOGY: How will technology be used in the unit to Hook
their interest.
your students and get them interested and engaged?

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STAGE #3: PLAN LEARNING EXPERIENCES

E= EQUIP students,
help them
EXPERIENCE the
key ideas, and
EXPLORE the issues.

R= provide
opportunities to
RETHINK and
REVISE their
understandings and
work?

E= EVALUTE. Allow
students to get
formative feedback to
improve their work.

EXPERIENCE & EXPLORE: How will students uncover the

meaning of the unit?
1.
2.
3.
RETHINK, REVISE, AND REFINE: How will the students have
opportunities to rethink, revise, and refine their work in the unit?
1.
2.
3.
REFLECT and SELF-REGULATE: How will the students have time
to improve their metacognition and self-regulation skills?
1.
2.
3.
FORMATIVE FEEDBACK: How will students get formative
feedback so they can improve their work and move toward mastering
the learning objectives?
1.
2.
3.

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STAGE #3: PLAN LEARNING EXPERIENCES

T= be TAILORED
(personalized) to the
different needs,
interests, and abilities
of learners.
Carol Ann Tomlinson
(2007) felt that
teachers can
differentiate
instruction in four
ways (1) through
differentiated content,
(2) through
individualized
process, (3)
differentiated product
and (4) through
personalized learning
environment.
O= ORGANIZED
(1) How will the unit
be organized to
help your students
develop more
effective Habits of
Mind?
(2) How will your
unit be organized
to allow your
students to
develop more
effective
technology skills?
(3) How will your
unit be organized
to use technology
to analyze student
data and interpret
the results to
improve
instructional
practices?

CONTENT:
CONTENT, PROCESS, PRODUCT, AND ENVIRONMENT:
How will you tailor your content, process, product, or learning
environment to tailor your unit to the different needs, interests, and
abilities of your learners?
1.
2.
3.

ORGANIZED TO DEVELOP HABITS OF MIND

How will the unit be organized to help your students develop more
effective Habits of Mind?
http://www.chsvt.org/wdp/Habits_of_Mind.pdf
1.
2.
3.
ORGANIZED TO DEVELOP TECHNOLOGY SKILLS
How will your unit be organized to allow your students to develop
more effective technology skills?
1.
2.
3.
ORGANIZED TO USE TECHNOLOGY TO ANALYZE DATA:
How will your unit be organized to use technology to analyze student
data and interpret the results to improve instructional practices?
1.
2.
3.

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Understanding by Design (UbD) Template, Version 2.0

STAGE #3: PLAN LEARNING EXPERIENCES

UbD RESOURCES
Many schools and universities are now using the UbD process. To develop this template, I
have incorporated bits and pieces from several resources. Here are some of those resources:
1. Understanding by Design Professional Development Workbook.
by- Jay McTighe and Grant Wiggins
Association for Supervision and Curriculum Development
Copyright 2004
2. Understanding by Design
by Jay McTighe and Grant Wiggins
Association for Supervision and Curriculum Development
Copyright 2005
3. The Understanding by Design Guide to Creating High-Quality Units
by Grant Wiggins and Jay McTighe
Association for Supervision and Curriculum Development
Copyright 2011
4. The Understanding by Design Guide to Creating High-Quality Units
by Grant Wiggins and Jay McTighe
Association for Supervision and Curriculum Development
Copyright 2011
5. Understanding by Design Guide to Advanced Concepts in Creating and Reviewing
Units
by Grant Wiggins and Jay McTighe
Association for Supervision and Curriculum Development
Copyright 2011
OTHER RESOURCES
Here are some of those resources:
1. Tomlinson, C. A. (2007). Ministry of Education. Differentiated instruction teachers
guide: Getting to the core of teaching and learning. Toronto: Queens Printer for
Ontario.

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