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. (Shanna Page) || Both models use formative and summative evaluations for feedback (Shanna Page) || feedback focused on students' understanding of material and content standards. More teacher centered because main focus is on improving the instructional approach to meeting targets. (Shanna Page) || Materials (resources) are produced based on feedback of design phase (Mal Balow) Based on data, where specific needs or gaps in student achievement. (Mal Balow) || Both models focus on and set learning objectives. (Shanna Page) Both model focus on student achievement of specific outcomes.(Mal Balow) Both models are data driven. (Mal Balow) || Objectives are set using Curriculum Standards as a guide. Focus more on Unit planning not day to day lessons. (Shanna Page) Resources are outcome based, staged through a curriculum, that is standardized for all. (Mal Balow) Based on what the student will achieve through the application of course content upon completion. (Mal Balow) || -Where you are going -Holding interest -Explore and experience -Revise thinking -Evaluate -Tailor (making changes based on needs) -Organization (Karen Hirschfield) || A - Investigate, Identify problem D- Plan, Develop design brief, Formulate a design Specification, Design a product/solution, Plan a product/solution D - Create, Plan a product/solution, use appropriate techniques and equipment I - follow the plan, create the product/solution E - Evaluate, evaluate the product/solution, evaluate their use and the design cycle (Jessica Cornelius) || Is a framework for improving student achievement (Jessica Cornelius) || (Carolyn Adkins) || Both UbD and ADDIE are educator instructional design methodologies that have researched and documented ways to improve student achievement based on 100's if not 1000's of classroom studies. (Carolyn Adkins) || The UbD theory encourages educators to work smarter by using technology, collaboration, sharing of curriculum design and evaluating (constructive criticism) units of study. For instance, Japanese "Lesson Study". (Carolyn Adkins) ||
 * < Unique Elements of ADDIE ||< **Similarities of Both Models** ||< **Unique Elements of UBD** ||
 * includes: Needs Analysis; Content Analysis; and Task Analysis.
 * Objectives are set after analyzing knowledge gaps, and prior knowledge of the students. (Shanna Page)
 * Includes data collection from an outside source or through trained data collectors. (Tiffany Henfling) || Both methods involve a 'preparation' phase where tools & background knowledge are insured prior to instruction - in UBD this is Step 3 & in ADDIE its part of the Implement stage (Tiffany Henfling) || Process begins by looking at the desired results (Tiffany Henfling) ||
 * Brainstorming and concept maps are a cornerstone in analyzing the components of design. (Amanda Emeott) || Assessment focuses on what students will learn from the instruction. (Tiffany Henfling) || Curriculum standards are broken down into key concepts and areas of learning (Tiffany Henfling) ||
 * ADDIE is a more step by step process that allows for easier understanding (at least to me). (Chad Lewicki) || Both models effectively utilize Technology for student-centered learning objectives. (Amanda Emeott) || Requires you to determine acceptable learning outcomes prior to developing lesson. (Tiffany Henfling) ||
 * ADDIE uses storyboards to help guide students along on their learning process. Storyboards are a great tool for showing how items develop over time. (Chad Lewicki) || Both models focus on "backwards" design, by looking at what the outcome should be and designing around the outcome. (Chad Lewicki) || Features a three-stage design process of "Backwards design".(Amanda Emeott) ||
 * ADDIE has teams such as development team and design team who work on each phase of the ADDIE model. (Gina Ruffini) || Both ADDIE and UBD work with teams to develop working material to foster student understanding. (Chad Lewicki) || Much more "in depth" at looking at subjects and grade levels. (Chad Lewicki) ||
 * ADDIE looks at students' prior test scores, evaluations, surveys, and teacher observations to decide how large the gap is between the desired outcomes and the actual outcomes. (Jaclyn Hirschfield) || Both models provide training packages that assist teachers in every aspect of the program. (Gina Ruffini) || UBD gives many examples of districts and programs that are using UBD. Would greatly help out teachers that are new to using UBD. (Chad Lewicki) ||
 * In the ADDIE model, evaluation (both summative and formative) is continuously being done within all phases. (Karen Hirschfield) || Both ADDIE and UBD first focus on the desired results of what students should be able to accomplish or learn to do. (Jaclyn Hirschfield) || Higher-Order Questioning is put into the UBD model. In the beginning, teachers ask the open ended questions. Later, Students apply what they learn and explain. Finally, teachers further the questioning. (Gina Ruffini) ||
 * The ADDIE model is interested in what knowledge the students already possess to see if they have the background knowledge to learn the next step. (Ashley Skene) || Both the ADDIE and USD models require an initial analysis to determine what students should know/be able to do based on content expectations. (Karen Hirschfield) || The UBD model uses specific state content standards to determine the key concepts students should know, as well as provide an outline on which the essential questions should be based. (Jaclyn Hirschfield) ||
 * The ADDIE approach looks at who the whole group of learners is, what delivery methods will be used, and how much time will be needed to complete the unit in the beginning planning stages. UbD looks with the end in mind. (Karen Todd) || Both processes are used to develop well created instructional approaches based on analysis and evidence. (Karen Hirschfield) || The USD model is more focused on content expectations, not necessarily what students already know (standards are "unpacked" to identify the big ideas.) (Karen Hirschfield) ||
 * The ADDIE approach ends with data collection, analysis and revisions of instruction, and then evaluates the students knowledge with a summative assessment. (Karen Todd) || Both models focus on constant revision and adjustments because that is how you get the best results. (Ashley Skene) || The third stage of UBD requires an instructional plan based on the "WHERETO" framework:
 * || Both models stress the importance of assessing students prior knowledge of the content being taught so the teacher can direct instruction based on these results. The prior knowledge assessment may happen at different times in each model but it is evident. (Karen Todd) || The UbD model stresses to have a "Big Idea" for each concept and that assignments are more authentic. (Ashley Skene) ||
 * || Both models enforce ensuring that the teaching is of targeted objectives that needs to be taught to make students successful for learning and life beyond the classroom. Neither structure advocates for rote-memorization and learning. Instead they focus on making life connections for students to apply outside of the classroom. (Karen Todd) || The UbD model has assessment options being considered at the beginning of the planning stages. Often times we are taught with the assessment and evaluation at the end of the lesson, however, backwards design has us thinking with the end in mind and starting off the unit with the assessment being planned. (Karen Todd) ||
 * ||  || UbD, unlike the ADDIE approach has the planned learning task and methods of instruction being planned at the end of the process. (Karen Todd) ||
 * It appears that the ADDIE model is more focused on specific learning activities or lessons, whereas the UbD model may be better used for whole unit plans. (Patricia Till) || The analysis state of the ADDIE model is represented by the investigate stage of the UbD model. However, the ADDIE model seems to do a better job of taking various factors about the learners into account. (Patricia Till) || UbD focuses more on authentic performance assessments than does ADDIE. ADDIE focuses more on formative and summative assessment, whereas UbD focuses more on performance-based tasks.(Patricia Till) ||
 * ADDIE seems to be developed in logical stages to solve any sort of problem; the lessons designed are created specifically to address a certain objective or problem that students have. (Patricia Till) || The goal for both models is to have students learn and obtain mastery of the subject. (Patricia Till) || UbD engages the students in rethinking and self-evaluation to revise their work. (Patricia Till) ||
 * ADDIE starts with analyzing the learners and their characteristics (Jessica Cornelius) || Both offer a step by step approach for educators to follow (Jessica Cornelius) || Starts curriculum planning with activities and textbooks (Jessica Cornelius) ||
 * More focused on specific learning activities or lessons (Jessica Cornelius) || Extensive analysis of the standard we teach (Jessica Cornelius) || Starts with classroom outcomes (Jessica Cornelius) ||
 * || Reflection upon completion of the lesson (Jessica Cornelius) || Teaching for understanding (Jessica Cornelius) ||
 * I find that the ADDIE model has a stronger focus on the delivery method, providing concrete examples of how to implement the model through web design and other technology available.(Simon Nortman) || Understanding by Design fits into the steps of ADDIE
 * The ADDIE design includes both a formative and summative evaluation of the lessons in order to improve it for the future. (Leslie Sova) || Both share the common goal of making teachers more proficient in their teaching and students more aware of the real-world connections with a focus on problem solving. (Simon Nortman) || Focuses on the teachers role in the learning process (Jessica Cornelius) ||
 * || Both are systematic ways to design lessons, meant to help students to achieve at a higher success rate. (Leslie Sova) || More suited for an entire unit design (Jessica Cornelius) ||
 * ||  || Has a stronger emphasis on students understanding on a more conceptual level, described as "uncovering" the curriculum, where understanding less concepts in a deeper way is more beneficial than covering more concepts. (Simon Nortman) ||
 * ||  || UBD begins by focusing on what students should know and what they are gong to be able to do when they are done (end outcome) instead of finding out what students already know. (Leslie Sova) ||
 * The ADDIE methodology can be construed as a step-by-step method for educators to individually tackle the problem of student achievement. It lacks the element of educator brainstorming / collaboration as is evidenced in Japan educational approaches.
 * ADDIE tends to be a very clear and Both the ADDIE model and the UBD model focus and utilize student centered learning that will enhance student achievement. (Rick Tank) || Both the ADDIE model and the UBD model focus and utilize student centered learning that will enhance student achievement. (Rick Tank) || The UBD model focuses more so on the teachers approach to delivering the proper material to the students. (Rick Tank) ||
 * ADDIE takes into account the learners right from the beginning. The teacher has to figure out pedagogical considerations, learners characteristics and learning constraints in the beginning. (Don Maurer) || Evaluation or testing and observation are key components in both ADDIE and UBD models. In the design process they occur at different times but both are very important to the outcome of the lesson or unit. (Don Maurer) || The UBD model begins with what the outcome is. The entire learning process is focused on how students are going to reach the end goal. Learning characteristics and pedagogical considerations aren't considered an issue in the backwards design process. (Don Maurer) ||
 * ADDIE begins with a focus on the student's prior knowledge base to build upon. Data collection and analysis is used to make revisions. (L. Johnson) || ADDIE and UBD both designed to look at the desired outcomes and student objectives. Both use assessments and data collection. (L. Johnson) || UBD begins with a focus on desired students outcomes. The end learning objective. (L. Johnson) ||
 * For me, it seems that the ADDIE model mirrors the UBD model in the first letter, which is analysis. Therefore, I see the ADDIE model being different because the user is now required to design the blueprint for the course, develop appropriate materials, implement the delivery methods, and to conclude with an evaluation. (Jon Humiston) || Both ADDIE and UBD identify the desired results/outcomes, determine what evidence is allowable to establish students have met the desired outcomes, and finally to plan the instruction, so that students will achieve the desired results/outcomes. (Jon Humiston) || UBD is different in that it begins with what the desired outcomes of the course are based on standards and curricular expectations. While ADDIE does include assessment, assessment is not included until the second stage for UBD. Stage 3 includes planning the instruction so that students meet the learning outcomes following a framework and this framework is not a part of ADDIE. (Jon Humiston) ||
 * ADDIE appears to be thorough in covering what is expected with each stage of the process of completing the phases. It places attention at every part of design. It is presented in a step-by-step manner. (Courtney Holman) || Both models place emphasis on the desired outcome or goals, they both want students to demonstrate what was taught, and they both have components of evaluation. (Courtney Holman) || UbD places a heavier emphasis of regular/consistent review of curriculum and the design being used. It allows more room for creative flow by using the "six facets". Another huge difference is the "backword design" approach where the items are more acutely tailored to the desired end result. (Courtney Holman) ||