UbD
Design Template

How the two different design processes have contributed to my ability to design learning environments and how this will help me with my innovation plan.

Reflecting on my experience designing innovative learning environments, Fink's 3-column table and Understanding by Design (UbD) processes have been fundamental pillars in my ability to create effective and engaging instructional blueprints. In the context of my Innovation Plan, focused on "Learning to write in early childhood education through Blended Learning," these frameworks have helped me develop a student-centered approach tailored to their individual needs for teaching and learning. 

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 Planning a class is like creating a detailed map for a trip. The starting point to the final destination is taken into account. This implies that you must consider a series of elements such as a journey map, destinations and objectives, routes and sequences, and flexibility and adaptability. Immersed in the analysis and development of both designs, the 3-column table and the Ubd temple, I discovered some essential elements that I should have considered when rethinking and planning the development of a class. He planned highly structured class lessons, guided and followed by a set program considering kindergarten grade standards. Today, I have a different vision of planning a class. The development of the Ubd temple allowed me to understand that regardless of whether we have to follow a study program, the teacher must design a class where the student's individualities and the group's characteristics are considered. It is going beyond the standards and study programs since it is not a rigid process but rather a changing and adaptable one. It considers the study programs designed with creativity and purpose in each element you establish.

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For example, I had never considered how to introduce a new topic to my students. I only followed the study program that, although very well structured, only attracts the attention of a small group of students, leaving those with kinesthetic learning and others with concentration deficits inconsolable. Today, I am more open and less rigid, and I can be more creative in my planning, creating different types of activities such as role-playing and character imitations, something that kindergarteners need to do: learning by playing. The UbD framework has encouraged me to consider the depth of understanding and application of knowledge in various situations, aligning perfectly with the objectives of my innovation plan.

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On the other hand, the 3-column table has allowed me to break down the learning objectives into specific components, stories such as activities, evaluations, and resources, which has helped me to have a detailed vision of the purpose and look for the why of each aspect of my teaching plan. This has been especially useful so everything is apparent between the activities, evaluations, and learning objectives. It has been beneficial in ensuring that I consider the broader context and situational factors when designing my innovation plan. It has encouraged flexibility in my planning, allowing me to adapt the design to our specific educational context. In summary, the combination of Fink's 3-column table and the principles of Understanding by Design have significantly impacted my ability to create effective learning environments. I was teaching the importance of beginning with the end. These approaches will likely be crucial to student success by fostering flexibility, meeting educational objectives, and promoting lasting learning among our students.