In my previous assignment, I utilized Fink's 3 Column Table to design and plan a unit of study for my learners (Fink, 2003). This tool offers a panoramic view of learning, like a compass guiding explorers through uncharted territory. It assists in pinpointing the starting point (situational factors), highlighting important landmarks along the journey (learning outcomes), and ultimately directing towards the desired destination (BHAG). By incorporating Fink's Taxonomy of Significant Learning, we can create opportunities for learners to make deep connections through various types of learning (Fink, 2003). This organizational approach ensures that the big ideas in the unit or course are clearly defined, making it easier to guide learners toward a comprehensive understanding of the content.

While Fink's three-column table resembles a compass, the Understanding by Design (UbD) approach is more like a detailed map. The UbD framework employs a backward design methodology, starting with the course's end goals and structured in three stages: Desired Results, Assessment Evidence, and Learning Plan (Wiggins & McTighe, 2005). This comprehensive approach ensures that no aspect of curriculum design is overlooked, providing educators with a sense of reassurance.

The UbD process begins with establishing the final destination: what we want our learners to achieve and what that learning should entail. This initial step, outlined in Stage 1 of the UbD template (Wiggins & McTighe, 2005), is informed by Established Goals, often derived from state standards like TEKS (Texas Essential Knowledge and Skills), which guide unit creation. These goals shape the development of Understandings and Essential Questions, which, in turn, steer the knowledge and skills learners acquire through Learning Experiences. 

In the Desired Results stage, learners' long-term goals, essential questions, and key knowledge are clearly defined, outlining what they should understand and be able to do by the course's conclusion (Wiggins & McTighe, 2005). The Assessment Evidence stage identifies how learning will be assessed, utilizing performance tasks and other evidence to demonstrate achieving these desired results (Wiggins & McTighe, 2005). The Learning Plan stage outlines detailed learning activities, experiences, and instructional strategies to achieve these results (Wiggins & McTighe, 2005). UbD encourages deep reflection on the curriculum's purpose, ensuring alignment between objectives and assessments before planning instructional methods (Wiggins & McTighe, 2005). It is ideal for new course development or major revisions requiring alignment with specific standards and goals, giving educators the confidence that they are on the right track. Working backward makes our path clear, and the destination is set.

Reflecting on my experience, I found value in using the 3-column table and the UbD template. They complemented each other well and will be beneficial in designing significant learning experiences in the future. When I began exploring examples and readings on UbD, I was apprehensive about diving into its creation process. However, I was pleasantly surprised that it was less overwhelming than expected. This template focuses on what is essential and provides guidelines to prioritize learners' needs. When considering my future course and unit design tasks, I see the benefits and value in both approaches to this endeavor. The 3 Column Table, considering situational factors and the Taxonomy of Significant Learning, offers a comprehensive view of the learning journey from the beginning to the end of a course or unit (Fink, 2003). It is an excellent starting point for the UbD process (Wiggins & McTighe, 2005), allowing us to tie our learning outcomes to goals, understandings, and essential questions. As we narrow our focus, we can determine the evidence we seek as our assessment piece of learning. It instills confidence that the plan will result in growth and learning experiences that are not just about imparting knowledge but also offering opportunities for authenticity. Through working with these templates, I gained a deeper understanding of how this course will benefit my Innovation Plan and how to facilitate it in a way that benefits all learners. Using both design processes together will create a significant learning environment that allows the COVA principles to stand out.