Understanding by Design:  Wilderness Philosophy










Important early considerations from the text:


  1. Early in the text, Understanding by Design, the authors warn us that UbD is not a prescriptive program, but rather…a way of thinking more purposefully and carefully about the nature of any design that has understanding as a goal. Rather than offering a step-by-step guide to follow—something that is antithetical to good design, whether in education or in architecture—the book provides a conceptual framework, many entry points, a design template, various tools and methods, and an accompanying set of design standards. (p.7) I liked the idea of teachers as designers as presented in Chapter One…and I felt that I had good ideas and enthusiasm to create something meaningful…but had I done that? i.e. was I in the process of doing that with my Wilderness Philosophy class?


Ø      Ok, license to interpret and use my own ideas and judgment!


  1. Wiggins and McTighe warn us that the backward design approach may seem awkward and time consuming until we get the hang of it…yet my discontent seemed like a great opportunity for me to experiment.


  1. Right from the start of my reading in Wiggins and McTighe I used the example of my Wilderness Philosophy as a metric—i.e. I compared my current actions against the ideas I was exploring in the text.