Both the Finks 3 Column Table and the UbD design template is a framework and design process which helps in lesson planning and seves their own purpose. The 3 Column table gives the overarching Big picture, while the UbD Template gives the same time overview, in a different format with a different break down. Ideally, a UbD template does not help teachers how to teach, instead, it helps them teach effectively. It is a flexible learning approach which helps teachers deliver the goals of learning effectively. A UbD template has three different sections which starts from the backward towards the front. In this approach, the teaching style focuses on the big picture before working on the specific objectives involved in learning. Both of the different design processes have contributed to your ability to design learning environments by helping me narrow down what I am really trying to get students to understand. The first step in UbD is identifying the desired results while the second step is determining the acceptable evidence. The last step is creating a learning plan. A practical example of where UbD can be employed is teaching Management Information Systems (MIS) class for students pursuing procurement and supply chain management. In this case, the teacher may use the three steps to help the learners understand the big picture before delving deep into the concept itself. A UbD template for a MIS class is further given as follows;
Stage One: Desired Results
· To provide procurement and supply chain management students with knowledge of the indispensable role of information systems in business operations, management decision making, in the strategic success of organizations.
· Students should understand that MIS is a broad field that entails multiple aspects
· Students should also understand that MIS is essential in both big businesses as well as Small-medium enterprises
· Students will complete the course having insights on the primary connection between MIS and day-to-day businesses.
· Students will know how to relate the lessons learnt in class and the real life world of business.
Stage Two: Assessment of evidence
· Define MIS from both a technical and a business perspective
· Students will view existing SMEs that have integrated MIS to understand the specific roles of MIS in businesses.
· Students will brainstorm the theoretical concepts involved in MIS
· Students will collaborate with other students and give feedback about what they have learnt
· Students will find case studies that perfectly fit the lessons learnt in class
· The students will also use practical examples to compare how businesses perform when they integrate MIS as well as how businesses operate without integrating MIS
· Students should give a reflection on their findings and observations in the practical lessons
· Students will come up with a functional business venture and explain how MIS helps in the performance of the venture
· Identify major management challenges in building and using information systems
· Analyze how the internet and World Wide Web can be used to boost business information
· Identify the role of information systems in today’s competitive business environment
Stage Three: Learning Plan
· Student online reassessment survey will be done to understand what the students know about MIS
· Introducing the topic using practical examples
· Initialize discussion questions to be handed in hard copy while others will be submitted and resented in class discussion
· Brainstorming will also be used during class discussion to check the student’s level of understanding.
· Continuous assessment tests will be done at intervals of four weeks to test their level of understanding on the course unit
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