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.


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or relevant characteristic. (Shakira Frazier) ||  ||   || This three step model helps provide clear priorities and purpose which are often not apparent to learners (Jamie Venia) ||
 * Unique Elements of A.D.D.I.E || Similarities of Both Models || Unique Elements of UBD ||
 * -Focuses on the development of a learning tool, which could potentially be a unit, but could also be a website, tool, or other element. (Angie Vereecke) || Both design models work towards student achievement through a 'big idea'. (Angie Vereecke) || -Focuses more on development of a unit, rather than a single lesson. More comprehensive for student understanding. (Angie Vereecke) The end goal is for students to be able to transfer learning. Students should make connections and be able to use knowledge and skills in context. (Lindsay Isom) ||
 * -Focuses more on fully developing one tool to be used for supplemental instruction. Look at a tool analyze it; plan, develop and evaluate it; produce the materials needed for it; and finally implement and evaluate it. ADDIE looks at a specific tool and breaks that apart into its components. (Brenda Mushlock) || -ADDIE and UbD work on developing student understanding and focus on providing evidence of student growth through looking at student applied knowledge. (Brenda Mushlock) || -Encompasses more standardized information, professional development, assessment and the INSTRUCTIONAL aspects of driving student knowledge. More of a “big picture” idea instead of focusing in on one component or tool. (Brenda Mushlock) ||
 * Using the A.D.D.I.E. concept, each phase of the process leads into the next phase of the process. One must first determine the specific goals and objectives and constraints to attaining them. Learning objectives are determined after the first phase and specific learning objectives are developed. The plan is then developed and put into action. The plan is assessed through both formative and summative assessments. (Mike Taylor) || Both models use formative and summative assessment throughout the process to evaluate how the intended learning process is being met. (Mike Taylor) Formative feedback is collected in an attempt to catch problems before they become too difficult and expensive to solve. (Lindsay Isom) || Understanding by Design begins with the desired goal or learning concepts and and an assessment is created to evaluate how the students demonstrated the learning process. Once the assessment is created, then the learning plan is created. Performance tasks are developed to support the plan and the assessment is given to determine if the desire learning goals have been achieved. (Mike Taylor) ||
 * -ADDIE has the evaluation development at the end. The plans are created based on a need in the classroom. Either a gap or a constant misconception needs to be corrected and plans are based of the data from surveys or previous experiences. (Andrew Mikolajczak) || Both models start by identifying what needs to be done. Then, they break apart in their approach to solve the problem, but they still both work towards accomplishing standards. (Andrew Mikolajczak) || -UBD develops an assessment prior to developing the plans. The idea is to have the lessons geared towards an assessment that was initially created based on the standards for a unit. (Andrew Mikolajczak) ||
 * Instructional theories such as behaviorism, constructivism, social learning, and congnitivism play an important role in the design of instructional materials when using the A.D.D.I.E model. (Lindsay Isom) || Both models rely on goals and evaluation for success that are set by the designer. (Shakira Frazier) || Focuses on students "misunderstandings" initially, while helping them to uncover the main content, using the backward design when planning to make content logically inferred instead of it deriving from books or activities. (Shakira Frazier) ||
 * Looks at the learning needs of each individual and creates the best delivery method for instruction by identifying audience and purpose and any existing knowledge
 * A.D.D.I.E. breaks down each objective by defining who the curricula is for and what type of methods will be used in delivering the instruction. It looks at the issues that could interfere with learning. It provides a concise plan of instruction to meet the goals or objectives. (Jo Sommer) || Both models focus on learning and give assessments to ensure the objective is learned. (Jo Sommer) || Uses a macro approach and focuses on learning only the facts. Because it is developed at this level it does not allow for a deeper or analytical understanding of the material. (Jo Sommer) ||
 * ADDIE's anaylsis phase has key focus questions for designers to use in determining learning components necessary for next development stages. (Amy Klopf) || Both models ask educators to continually observe and rework design for the benefit of students. (Amy Klopf) || UBD's "backward design" allows for educators to see that "big picture" and break down the unit features so that the text and activities have purpose for the learner. (Amy Klopf) ||
 * ADDIE encompasses a process to determine the effectiveness of a specific learning tool. First, a problem and goals are analyzed, strategies are defined and materials are developed. The learning tool is implemented and evaluating providing feedback for both teachers and students. (Andy Doupe) || Both models main goal is student understanding and achievement with an emphasis on constantly evaluating teaching tools and techniques. (Andy Doupe) || UBD develops deeper student understanding allowing them to apply knowledge and make real connections. The model begins with the assessment in which lessons are geared toward based on standards-driven curriculum. (Andy Doupe) ||
 * The ADDIE design is a detailed planning model that may be utilized in both school and in business settings. Whereas the Understanding by Design approach is very commonly used in school, and not appropriate in business settings. (Mercedes Cinque) || Both ADDIE and Understanding by Design utilize formative and summative assessments throughout focusing on the measured outcomes. The assessments are carefully developed to meet the intended learning objectives. (Mercedes Cinque) || The Understanding by Design is generally more structured, designing higher order thinking activities and focuses on the assessment before developing the lessons and activities. The UbD approach may be more testable in the ever changing education environment. (Mercedes Cinque) ||
 * The A.D.D.I.E model has educators start the development process by trying to find an evidence based need for a projects creation. The A.D.D.I.E model’s framework is structured in a way that leads educators to design learning activities before they develop the accompanying formative and summative assessments. (Amber Crosby-Boerma) || The USD model starts an educators development process by having them identify what a student should be able to achieve and know. Because they begin by focusing on the desired outcome of a lesson or unit, the educators who use the USD model develop their assessment tools before they create the accompanying learning activities. (Amber Crosby-Boerma) || Both models aim to help educators structure the development of their learning activities. Both the A.D.D.I.E and the USD model place value on the use of formative and summative assessment. They require educators to continually evaluate the effectiveness of their projects and encourage the continual refinement of their work. (Amber Crosby-Boerma) ||
 * The ADDIE model is a blueprint of steps to follow for planning educational objectives or trainings. It is a guide for planning through the five stages of analysis, design, development, implementation and evaluation with suggested framework for each. It can be used both in educational and business settings. (Courtney Harless) || Both models have a clear objective and process set to achieve student achievement. Both models rely on formative and summative assessments to monitor student growth and development with opportunity for reflection and revision throughout. (Courtney Harless) || Understanding By Design focuses on performance assessments focused on deep knowledge and understanding with reflection after the lesson about whether objectives have been met or not. Most commonly used in educational settings.(Courtney Harless) ||
 * Has its origins in military interservice training which resulted in a five step model for instructional systems design. (Kevin Daley) || Both models include continous assessment or evaluation of the development of instruction and include formative and summative assessments. (Kevin Daley) || Understanding By Design is a three step, backwards planning model that focuses on building curriculum and assessments that provide students the opportunity to explain, interpret, apply, shift perspective, emphathize, and self assess. (Kevin Daley)
 * The ADDIE model begins by analyzing a key area of need in the classroom (most likely using classroom data). Using this data instructors can work through the other four phases which include designing and developing a tool that students use to improve understanding. (Jamie Venia) || Both models require feedback to be given to students so that they can edit and revise their work to improve their understanding. Feedback can be provided in the form of formative and summative assessments (Jamie Venia) ||  ||