Module+2+ADDIE+and+UBD

=**Comparing and Contrasting the ADDIE Model and UBD (Understanding By Design)**= Please __enter your name__in each cell when you add a contribution. You must add an entry to each of the columns.


 * IMPORTANT ** **Message:** please feel free to add more details to the categories already listed below and/or others. Add your own contribution using your own words and understanding -- so everyone can benefit.

Angelica Reest || Students reveal their understanding through the following six facets: explain, interpret, __apply__, shift perspective, empathize and self-assess. Angelica Reest ||
 * Unique Elements of ADDIE || Similarities of Both Models || Unique Elements of UBD ||
 * ADDIE employs a systematic approach to lesson design and allows for revision from one step to the next. Shauna Fisher || Both designs emphasize Bloom's Taxonomy and focus on the end goal of higher order thinking responses from the learners. Shauna Fisher || UBD has a large emphasis on depth of instruction, not just breadth. Understanding core concepts to be applied to more generalized topics is important. Shauna Fisher ||
 * ADDIE utilizes formative and summative evaluation to determine the quality of each stage of the process, the effectiveness of the instruction and learner outcomes. Angelica Reest || The emphasis on transfer seemed greater with the UBD model, but was mentioned in regards to both models.
 * Lessons are designed with a focus on whole group instruction. Kathy Sadlier-Fiol || Both models begin with a focus on what evidence is needed to show that the student mastered the lesson. Then the lessons are designed based on the evidence. Kathy Sadlier-Fiol || Lessons are designed with a focus on small group and/or individual instruction. Kathy Sadlier-Fiol ||
 * While centered on what the student knows, this seems to be more __#|teacher__-driven and students are guided by teacher materials to develop an understanding.

Al Northouse || Both models are focused on developing an understanding. Al Northouse || Since this model is not whole group instruction, several students may be working with different materials or tools to develop their understanding. Al Northouse ||
 * ADDIE model has very detailed plans with analysis, design, development, implementation, and evaluation. Shauna Ackley || They both set clear standards and goals for the learn. Shauna Ackley || UBD really stresses the use of feedback and immediate feedback. Shauna Ackley ||
 * ADDIE employs a systematic approach to lesson design and allows for revision from one step to the next. Shauna Fisher || Both designs emphasize Bloom's Taxonomy and focus on the end goal of higher order thinking responses from the learners. Shauna Fisher || UBD has a large emphasis on depth of instruction, not just breadth. Understanding core concepts to be applied to more generalized topics is important. Shauna Fisher ||
 * ADDIE focuses on this order for design development: First, you identify the outcomes of the instruction. Next, you develop the instruction. Lastly, you evaluate the effectiveness of the instruction. Carrie McClure || Both designs place importance on feedback for evaluations. Both designs state that personal feedback and reflection is important in the evaluation process. Carrie McClure || UBD focuses on essential questions and overall big ideas for a unit. The evaluation is established before the activities and requires students to demonstrate thier understanding. UBD is often referred to as "backwards design" or "backwards planning" for that reason. Carrie McClure ||
 * This model has a focus on a singular lesson or content strand that students are supposed to learn. For example, students must know the location of the proton, neutrons and electrons in an atom.

While centered on what the student knows, this seems to be more __#|teacher__-driven and students are guided by teacher materials to develop an understanding. Al Northouse || Both models focus on what the students already know and what they need to know going forward, and not as much on //HOW// the teacher is teaching the content. (Student-Centered)

Both models are focused on developing an understanding. Al Northouse || UBD focuses on larger ideas and the smaller bits of content knowledge are developed along the way usually by self-discovery. For example, students must understand the makeup of an atom.

Since this model is not whole group instruction, several students may be working with different materials or tools to develop their understanding. Al Northouse || Alex Benoit || Instructional strategies are aligned with the content being addressed in order to maximize learning. Alex Benoit || UBD uses standards as a basis for determining how instruction will be planned. Standards are unpacked into essential questions that all students should be able to answer. Alex Benoit || Gordon Andersen || Evidence of learning is shown when students can apply what they have learned in authentic contexts. Gordon Andersen ||
 * ADDIE uses prerequisite knowledge that students have already gained as a basis for designing instruction. Combining this knowledge with standards, instructional tasks are created for students to achieve higher level knowledge.
 * The learning experience of ADDIE is continuously evaluated by the teacher to determine effectiveness. If necessary, certain steps in the process may be reworked in order to achieve maximum effectiveness. Jessica Benoit || Both instructional strategies target a single aspect or standard, and put maximum focus on that one aspect. Jessica Benoit || The learning experience of UBD is planned with a clear target in mind, while giving students the chance to provide feedback and revisions to their own learning. Jessica Benoit ||
 * ADDIE can be implemented in targeting a specific lesson within a unit. The ADDIE process can be tailored to help plan an entire unit as well. It is helpful when working with a process that one can use it to both plan the big picture as well as all of the small lessons along the way. Meredith Haataja || Both ADDIE and UBD, the end goal/target of the unit or lesson is first identified and the planning then focuses on achieving those goals. While ADDIE is not quite the backward design of UBD, the goal, student understanding and mastery, is very much the same. Meredith Haataja || UBD is not recommended for use in planning individual lessons, but rather, the entire unit. The plan is to focus on the bigger picture and strive for students to be able to answer and understand essential questions. The essential questions are revisited several times throughout the unit as the students have had the chance to learn additional information. Meredith Haataja ||
 * ADDIE has a 5 step plan which includes a focus on the actual look of the presentation that the students will see. Meredith Haataja || Both have a plan of attack for delivering information to students in a way that will facilitate learning. Meredith Haataja || UBD has a 3 step process which lays keeps the bigger picture of the unit in mind and has a greater emphasis on being able to transfer knowledge to new situations. Meredith Haataja ||
 * Within the ADDIE model, formative and summative assessments to evaluate student learning and achievement of learning goals are developed in the later stages (Development, Implementation, Evaluation). Kristy Lee || Both ADDIE (Analysis of Content) and UBD (Stage 1: Identify Desired Results) identify the main learning goals or "big ideas" during the first stage of instructional design. Kristy Lee || Once the learning goals have been identified, the UBD model calls for the determination of the assessment methods for students to demonstrate understanding in the second stage. Kristy Lee ||
 * The ADDIE model includes components for evaluatiing the effectiveness of instructional tools and allows for adjustments or changes to improve achievment of desired outcomes. Kristy Lee || Developing an organized sequence and plan including learning outcomes, instructional strategies and resources, activities/experiences is a component of both models. Kristy Lee || The UBD model focuses on the student as an active participant in instructional design including providing opportunities for them to reflect upon and revise their thinking, perform self-valuations. Kristy Lee ||
 * ||  || This model also discussed the importance of frequent communication (tell students about performances that will be used to asses their learning and review rubrics ahead of time) and meaningful feedback about their performance including strengths and weaknesses. Kristy Lee ||
 * ADDIE establishes an instructional goal based on gaps in student knowledge/skill //Kathryn Torrey// || Both begin the design process by establishing primary goals //Kathryn Torrey// || UbD establishes a real world performance goal (a practical purpose for the learning objective), and instruction focuses on authentic learning and understanding. //Kathryn Torrey// ||
 * ADDIE has a process, but its approaches blend and vary. Karen Miscisin || Both are instructional design models and both have the targets steer their course. Karen Miscisin || UBD has one begin with the final project always. From there, the flow is a sequential process. Karen Miscisin ||
 * In the Analysis phase of the ADDIE model, the focus is on defining what the instructional goal or objective. Summative evaluation is done at the end in the ADDIE model. Adam Dwyer || Both models do focus on outcomes, however in the UBD model this is at the beginning, and with the ADDIE model this occurs at the end. Adam Dwyer || Understanding by Design focuses on a an outcome when looking at designing curriculum. Adam Dwyer ||
 * Evidence of learning is shown when learning objectives are assessed. Gordon Andersen || Both models focus on learners applying what they have learned in new situations.
 * Each step in the ADDIE Module has an outcome that feeds into the next step in the sequence. Veronica F. Clark || They both require goals "big ideas" that students need to establish. Veronica F. Clark || UBD figures out what your goal is first and plan backwards from there, building your curriculum around what you want to achieve. Veronica F. Clark ||
 * BEGINS with what the __#|students__ know or can do, then moves to close gap of what the state requires them to know or do. Nancy Jerry || Focuses on achievement of Learning Objectives measured by data. Nancy Jerry || Begins with what the state requires then moves to design and assess student achievement. Nancy Jerry ||
 * 5 Phase Plan with apparent effort to break steps down smaller, which can be a good thing, but some of the steps are redundant, such as in the Design and Develop phases. NJ || Sequence designed (in theory) to be used by many, in an effort to achieve similar results. NJ || 3 Stage Plan - Very specific, especially in stage 3- 'whereto' framework. NJ ||