A shared journey of growth with UbD and Fink’s frameworks.
This project showcases a unit I designed using the Understanding by Design (UbD) framework by Wiggins and McTighe (2005), fully aligned with my innovation plan titled Tech Time: My Time in Kindergarten. As a bilingual kindergarten teacher, I created this unit to help students build independence and confidence at the technology center using iPads and QR codes.
Using both tools, Fink’s 3 Column Table and the UbD framework, made my planning more intentional and meaningful. Fink helped me create a strong structure, while UbD gave me a deeper lens to focus on what students will understand, how they will demonstrate their independence, and how they will grow through these experiences. While Fink’s model guided me in organizing classroom routines and teacher-led strategies to ensure success, UbD allowed me to design from the learner’s perspective. I now clearly see that these tools complement each other. Fink supports the teacher’s role, and UbD amplifies the student’s experience.
The unit follows all three stages of the UbD model. It defines clear learning outcomes, integrates essential questions, outlines authentic assessments, and incorporates a detailed WHERETO learning plan. As Wiggins and McTighe (2005) explain, essential questions are “broad, thought-provoking, and intellectually engaging” (p. 110) and serve to guide deep and lasting understanding throughout a unit.
This design is more than a checklist. It reflects my belief that small steps can lead to big transformations. Tech Time started as a simple idea, providing students with access to QR codes and devices, and grew into a vision for helping young learners take ownership of their learning.
In addition to the student-centered design, I included a parallel professional learning experience for teachers using Fink’s Taxonomy (Fink, 2003). This dual approach ensures that both students and educators are supported in implementing digital tools with confidence and purpose. Supporting documents such as the Learning Environment Analysis, the 3-Column Table, and Worksheet 2 are linked below to illustrate the depth of instructional design behind this innovation.
Through this thoughtful planning, I have learned to design learning environments that are not only aligned with standards but also responsive to student needs and grounded in authentic learning. I plan to continue using both Fink and UbD to create intentional and empowering experiences for my classroom.
My goal is to collaborate with teachers, administrators, and families who believe that even our littlest learners deserve powerful, student-centered opportunities. Together, we can create classrooms where children don’t just use technology. They thrive with it.
Thank you for being part of this journey.
References
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.
Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). ASCD.