The Understanding by Design (UbD) framework, or backward design, helps educators plan lessons by starting with the desired learning outcomes. Teachers first identify key understandings, determine what evidence shows student learning, and then design activities to support those goals. Instead of focusing solely on content or tasks, the emphasis is on achieving meaningful learning. True understanding is reflected in the six facets of understanding, where students can explain, apply, consider different perspectives, empathize, and reflect on their learning (Wiggins et al., 2005).
As an IT Supervisor in Higher Education, I developed a 3-day training plan to equip student technicians with the CompTIA Troubleshooting method and Root Cause Analysis (RCA) using internal tools. Evaluating this plan through the Six Facets of Understanding highlights how it demonstrates not only technical skills but also critical thinking, communication, and professional growth which all align with the ISTE Standards and lesson objectives. Below, I assess each facet in relation to the learning activities and their overall purpose:
1. Explanation
The lesson plan guides student technicians in explaining the CompTIA Troubleshooting Method and RCA’s 5 Whys technique. On Day 1, they navigate an “email access” scenario, documenting hypotheses and justifying each step in a mock IT support ticket (Jira). The take-home assignment, “Explain CompTIA to a Teammate,” reinforces their understanding, while Day 3’s quiz ensures they can break down the troubleshooting steps. Developing this explanatory skill is essential for supporting others and strengthens retention, helping student technicians truly master the concepts.
2. Interpretation
Students develop the ability to interpret IT issues and their broader impact. In Day 2’s projector scenario, they translate vague user complaints into actionable problems, linking symptoms (like no display) to root causes (e.g., incorrect input settings) and suggesting preventive solutions (like labeling inputs). The role-playing exercise further strengthens interpretation, as students practice communicating technical fixes in a way non-technical users can understand.
3. Application
Application is at the heart of the plan. Day 1’s email scenario has students apply the CompTIA method to test theories and document findings. On Day 2, they tackle a projector issue, combining CompTIA and RCA to troubleshoot and update documentation to prevent future occurrences. Day 3’s team lab simulates real-life situations, like classroom repairs, where students collaborate, use tools, and adapt troubleshooting steps to resolve issues.
4. Perspective
The overall lesson plan encourages perspective through teamwork and customer interactions. On Day 3, rotating roles allows students to view issues from multiple angles such as; technical (fixing the problem), communication (explaining the fix to users), and documentation (preventing future issues). Day 2’s role-play reinforces this by asking students to step into the user’s shoes and consider their experience.
5. Empathy
Empathy is intentionally built into the communication activities. Day 1’s “email access” scenario and Day 2’s role-play both emphasize delivering customer-friendly responses, with feedback focused on professionalism and empathy. On Day 3, the team lab challenges students to collaborate, prioritize fixes, and draft ticket responses that not only resolve the technical issue but also reassure and support the user.
6. Self-Knowledge
Self-knowledge is developed through regular reflection. Day 1’s exit ticket asks students to consider how critical thinking helped them navigate troubleshooting. Day 3’s self-assessment checklist and journal entry encourage them to evaluate their strengths and areas for growth, while the final quiz reinforces key concepts and validates their learning.
Overall Reflection
This 3-day lesson plan cultivates all six facets of understanding, shaping student technicians who can solve problems, adapt, and continuously grow. Explanation and Interpretation build a deep understanding of issues, while Application brings this to practice. Perspective and Empathy enhance teamwork and customer service, and Self-Knowledge supports ongoing professional development. Assessments like discussions, scenario-based activities, role-playing, and quizzes provide plenty of evidence of these outcomes. One possible improvement could be adding peer feedback on Day 3 to deepen Perspective and Empathy, though time limitations made this tricky. Overall, the plan aligns with my team’s goals and equips student technicians with the skills they need to become thoughtful, capable IT professionals.
Lesson Plan
References
Garn, D. M. (2024, February 14). Use a Troubleshooting Methodology for More Efficient IT Support. CompTIA. https://www.comptia.org/blog/troubleshooting-methodology
Majka, M. (2024, October 16). Root Cause Analysis. ResearchGate. https://www.researchgate.net/publication/384965537_Root_Cause_Analysis
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Association for Supervision and Curriculum Development.