Designing an Understanding-based Curriculum around Common Core Standards
presented by
Jay McTigheAuthor and Educational Consultant
e-mail: [email protected]: jaymctighe.com
© 2012 Jay McTighe and Grant Wiggins 2
Understanding-based Curriculum
STANDARDS
Definition Standards specify established learning goals. A content standard provides a written description of what students should know and be able to do in a particular discipline or subject area. A performance standard specifies how well students need to perform in order to meet the standard.
Some standards are broad and overarching (e.g., Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence), while others are grade/level-specific (e.g., Grade 4 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.)
Standards specify goals related to content (e.g., Grade 6 – Write and evaluate numerical expressions involving whole-number exponents) as well as process (e.g., Make sense of problems and persevere in solving them). RecommendationsStandards are not curriculum; they provide the framework upon which curricula are developed. Educators must translate Standards into a teachable curriculum to insure a guaranteed set of desired results. Since Standards documents often contain a mix of knowledge, skills, conceptual understandings, transfer abilities and habits of mind, it is necessary to “unpack” them to clarify the desired results and develop appropriate assessments and instruction.
The Common Core Standards have been developed with long-term outcomes in mind (e.g., College and Career Anchor Standards in English Language Arts), and their components are intended to work together (e.g., Content and Practice Standards in mathematics). It is important for educators to understand the intent and structure of the Standards in order to work with them most effectively. Accordingly, I recommend that schools set the expectation and schedule the time for staff to read and discuss the Standards, beginning with the “front matter,” not the grade-level Standards. Consider using the following essential question to guide staff reading and discussion: What are the new emphases in these Standards and what do they mean for our practice?
© 2012 Jay McTighe and Grant Wiggins 3
Understanding-based Curriculum
Areas of Emphasis in the
Common Core State Standards
The Common Core State Standards in Mathematics“…the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement .... To deliver on the promise of common standards, the standards must address the problem of a curriculum that is a mile wide and an inch deep. That is, what and how students are taught should reflect not only the topics that fall within a certain academic discipline, but also the key ideas that determine how knowledge is organized and generated within that discipline. This implies that ‘to be co-herent,’ a set of content standards must evolve from particulars… to deeper structures inher-ent in the discipline.” -- Common Core State Standards for Mathematics
The Common Core State Standards in English/Language Arts“Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-rang-ing vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.” -- Common Core State Standards for English Language Arts
The (Draft) Common Core State Standards in Science“The framework focuses on a limited number of core ideas in science and engineering both within and across the disciplines. The committee made this choice in order to avoid shal-low coverage of a large number of topics and to allow more time for teachers and students to explore each idea in greater depth. Reduction of the sheer sum of details to be mastered is intended to give time for students to engage in scientific investigations and argumentation and to achieve depth of understanding of the core ideas presented. Delimiting what is to be learned about each core idea within each grade band also helps clarify what is most impor-tant to spend time on, and avoid the proliferation of detail to be learned with no conceptual grounding. -- Common Core Science Standards (draft)
© 2012 Jay McTighe and Grant Wiggins 4
Understanding-based Curriculum
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© 2012 Jay McTighe and Grant Wiggins 5
Understanding-based Curriculum
ReadingThe standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school. The standards also require the progressive development of reading comprehen-sion so that students advancing through the grades are able to gain more from whatever they read.Through reading a diverse array of classic and contemporary literature as well as challenging infor-mational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. Because the standards are building blocks for success-ful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year.
WritingThe ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing – a basic form of argument – extending down into the earliest grades.Research – both short, focused projects (such as those commonly required in the workplace) and longer term in depth research – is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.
Speaking and ListeningThe standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media. An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more infor-mal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.
LanguageThe standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.
Media and TechnologyJust as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.
Key Points in the English Language Arts Standards
© 2012 Jay McTighe and Grant Wiggins 6
Understanding-based Curriculum
English Language Arts Standards College and Career Readiness
Anchor Standards for Reading
Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.
© 2012 Jay McTighe and Grant Wiggins 7
Understanding-based Curriculum
English Language Arts Standards College and Career Readiness
Anchor Standards for Writing
Text Types and Purposes1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
© 2012 Jay McTighe and Grant Wiggins 8
Understanding-based Curriculum
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© 2012 Jay McTighe and Grant Wiggins 9
Understanding-based Curriculum
Common Core Standards for Mathematics
Introduction – Articulates the philosophical and conceptual foundation for the Standards. Describes their organization and how they should be applied.
Standards for Mathematical Practice – These overarching standards apply across the content standards in each grade • Standards for mathematical proficiency: reasoning, problem solving, modeling, decision making, and engagement • Mathematical “habits of mind”
Grade-Level Standards – Define what students should know and be able to do at each grade level
K-8 grade-by-grade standards are organized by domain - Domains: overarching ideas that connect topics across the grades - Clusters: illustrate progression of increasing complexity from grade to grade
9-12 high school standards are organized around five conceptual categories - Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability - Content categories: overarching ideas that describe strands of content - Domains/Clusters: groups of standards that describe coherent aspects of the content category • Standards indicated as (+) are beyond the college and career readiness level but are necessary for advanced mathematics courses (calculus, discrete mathematics, and advanced statistics.)
© 2012 Jay McTighe and Grant Wiggins 10
Understanding-based Curriculum
• The mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement .... To deliver on the promise of common standards, the standards must address the problem of a curric-ulum that is ‘a mile wide and an inch deep.’ That is, what and how students are taught should reflect not only the topics that fall within a certain academic discipline, but also the key ideas that determine how knowledge is organized and generated within that discipline. This implies that ‘to be coherent,’ a set of content standards must evolve from particulars… to deeper structures inherent in the discipline.
• The standards stress not only procedural skill but also conceptual understanding, to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test, but forget it shortly thereafter, only to review again the following year.
• The K-5 standards provide students with a solid foundation in whole numbers, addi-tion, subtraction, multiplication, division, fractions and decimals—which help young students build the foundation to successfully apply more demanding math concepts and procedures, and move into applications.
• Having built a strong foundation K-5, students can do hands on learning in geome-try, algebra and probability and statistics. Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8.
• The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically. The high school standards set a rigorous definition of college and career readiness, by helping students develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do.
• The high school standards emphasize mathematical modeling, the use of mathemat-ics and statistics to analyze empirical situations, understand them better, and improve decisions.
Key Points in the Mathematics Standards
© 2012 Jay McTighe and Grant Wiggins 11
Understanding-based Curriculum
Mathematics Standards Standards for Mathematical Practice
The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
The Standards for Mathematical Content are a balanced combination of procedure and understanding. Expectations that begin with the word “understand” are often especially good opportunities to connect the practices to the content. Students who lack understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practi-cal situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understanding effectively prevents a student from engaging in the mathematical practices. In this respect, those content standards which set an expectation of understanding are potential “points of intersection” between the Standards for Mathematical Content and the Standards for Mathematical Practice. These points of intersection are intended to be weighted toward central and generative concepts in the school mathematics curriculum...
© 2012 Jay McTighe and Grant Wiggins 12
Understanding-based Curriculum
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© 2012 Jay McTighe and Grant Wiggins 13
Understanding-based Curriculum
Framework for K-12 Science Education
The Framework outlines the three dimensions that are needed to provide students a high quality science education. The integration of these three dimensions provides students with a context for the content of science, how science knowledge is acquired and understood, and how the sciences are connected through concepts that have universal meaning across the disciplines. The following excerpt is quoted from the Framework.
Dimension 1: PracticesDimension 1 describes (a) the major practices that scientists employ as they investigate and build models and theories about the world and (b) a key set of engineering practices that engineers use as they design and build systems. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice.
Similarly, because the term “inquiry,” extensively referred to in previous standards documents, has been interpreted over time in many different ways throughout the science education community, part of our intent in articulating the practices in Dimension 1 is to better specify what is meant by inquiry in science and the range of cognitive, social, and physical practices that it requires. As in all inquiry-based approaches to science teaching, our expectation is that students will themselves engage in the practices and not merely learn about them secondhand. Students cannot comprehend scientific practices, nor fully appreciate the nature of scientific knowledge itself, without directly experiencing those practices for themselves.
Dimension 2: Crosscutting ConceptsThe crosscutting concepts have application across all domains of science. As such, they provide one way of linking across the domains in Dimension 3. These crosscutting concepts are not unique to this report. They echo many of the unifying concepts and processes in the National Science Education Standards, the common themes in the Benchmarks for Science Literacy, and the unifying concepts in the Science College Board Standards for College Success. The framework’s structure also reflects discussions related to the NSTA Science Anchors project, which emphasized the need to consider not only disciplinary content but also the ideas and practices that cut across the science disciplines.
Dimension 3: Disciplinary Core IdeasThe continuing expansion of scientific knowledge makes it impossible to teach all the ideas related to a given discipline in exhaustive detail during the K-12 years. But given the cornucopia of informa-tion available today virtually at a touch—people live, after all, in an information age—an important role of science education is not to teach “all the facts” but rather to prepare students with sufficient core knowledge so that they can later acquire additional information on their own. —An education focused on a limited set of ideas and practices in science and engineering should enable students to evaluate and select reliable sources of scientific information, and allow them to continue their devel-opment well beyond their K-12 school years as science learners, users of scientific knowledge, and perhaps also as producers of such knowledge.
© 2012 Jay McTighe and Grant Wiggins 14
Understanding-based Curriculum
Practices for K-12 Science Classrooms1. Asking questions (for science) and defining problems (for engineering)2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics, information and computer technology, & computational thinking6. Constructing explanations (for science) and designing solutions (for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information
Crosscutting Scientific and Engineering Concepts
1. Patterns – Observed patterns of forms and events guide organization and classifica-tion, and they prompt questions about relationships and the factors that influence them.2. Cause and Effect – Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.3. Scale, Proportion, and Quantity – In considering phenomena, it is critical to rec-ognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or perfor-mance.4. Systems and System Models – Defining the system under study – specifying its boundaries and making explicit a model of that system – provides tools for understand-ing and testing ideas that are applicable throughout science and engineering.5. Energy and Matter – Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.6. Structure and Function – The way in which an object or living thing is shaped and its substructure determine many of its properties and functions. 7. Stability and Change – For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of the system are critical elements of study.
Key Conceptual Understandings and Processes in the Science Standards
© 2012 Jay McTighe and Grant Wiggins 15
Understanding-based Curriculum
Next Generation Arts Standards
© 2012 Jay McTighe and Grant Wiggins 16
Understanding-based Curriculum
Stage 2 – Assessment Evidence
Stage 1 – Desired Results
Stage 3 – Learning Plan
What “real-world” tasks will reveal students’ under-standing and proficiency? What transfer performan-ces should students be able to do well if they have met this standard?
What should students come to understand if they really learn this content well?
What should students eventually be able to do on their own if they can meet the Standard?
What important ques-tions are raised by this content?What essential ques-tions will guide inquiry into it?
What instruction is needed to equip students to meet this standard?What learning experiences will help learners acquire the knowledge and skills, make meaning of the impor-tant ideas and equip them to transfer their learning?
What evidence of learning is called for by the standard (and its indicators)?What assessments are needed?
Curriculum Planning with Standards using UbD
What big ideas and transfer goals are embedded in this Standard?
What factual knowledge must students acquire to meet the Standard?
What specific skills are stated or implied in the Standard? What proficiencies must students attain to meet the Standard?
What Standard(s) will the unit focus on? Given your reasons for teaching the unit, which Standard(s) are most relevant?
© 2012 Jay McTighe and Grant Wiggins 17
Understanding-based Curriculum
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arningthrou
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nticperform
ance.Six
facetsofun
derstand
ing–thecapa
cityto
expl
ain,
int
erpr
et,
appl
y, s
hift
per
spec
tive
, em
path
ize,and
sel
f as
sess–serveas
indicatorsofun
derstand
ing.
5.Teache
rsarecoa
chesofun
derstand
ing,notm
erepu
rveyors
ofcon
tentoractivity.Th
eydesignforan
dsupp
ort“m
eaning
making”and
“tran
sfer”by
the
learne
r;and
adjusttoachieve
intend
edresults.
6.Plan
ningisbestdo
ne”ba
ckward”
fromthe
desired
results
andthetran
sfertaskstha
tem
body
the
goa
ls.Th
e3Stages
(Desired
Results,Eviden
ce,Le
arningPlan)m
ustalignforthe
unittobe
mosteffective.
7.Re
gularreview
sofcurriculumagainstdesignstan
dards
enha
ncecurricularqua
lityan
deffectiven
ess.
8.UbD
refl
ectsa“continuo
usim
provem
ent”app
roach.The
resultsofcurriculumdesigns–stude
ntperform
ance-in
form
sne
eded
adjustm
ents.
Stag
e 1:
Des
ired
Res
ults
Stag
e 2:
Evi
denc
e
Stag
e 3:
Lea
rnin
g Pl
an
• W
hat
long
-ter
m t
rans
fer
goal
s ar
e so
ught
?
• W
hat
mea
ning
s sh
ould
stu
dent
s m
ake
in o
rder
to
arri
ve
at i
mpo
rtan
t un
ders
tand
ings
?
• W
hat
esse
ntia
l qu
esti
ons
wil
l st
uden
ts e
xplo
re?
• W
hat
know
ledg
e &
ski
ll w
ill
stud
ents
acq
uire
?
• W
hat
esta
blis
hed
goal
s/St
anda
rds
are
targ
eted
?
• W
hat
perf
orm
ance
s an
d pr
oduc
ts w
ill
reve
al e
vide
nce
of
m
eani
ng-m
akin
g an
d tr
ansf
er?
• By
wha
t cr
iter
ia w
ill
perf
orm
ance
be
asse
ssed
, in
lig
ht o
f
St
age
1 de
sire
d re
sult
s?
• W
hat
addi
tion
al e
vide
nce
wil
l be
col
lect
ed f
or a
ll S
tage
1
D
esir
ed R
esul
ts?
• W
hat
acti
viti
es,
expe
rien
ces,
and
les
sons
wil
l le
ad t
o
ac
hiev
emen
t of
the
des
ired
res
ults
and
suc
cess
at
the
asse
ssm
ents
?
• H
ow w
ill
the
lear
ning
pla
n he
lp s
tude
nts
of A
cqui
siti
on,
Mea
ning
Mak
ing,
and
Tra
nsfe
r?
• H
ow w
ill
the
unit
be
sequ
ence
d an
d di
ffer
enti
ated
to
op
tim
ize
achi
evem
ent
for
all
lear
ners
?
• A
re a
ll t
hree
sta
ges
prop
erly
ali
gned
?
Gui
ding
Pri
ncip
les
of U
nder
stan
ding
by
Des
ign
Key
Que
stio
ns o
f B
ackw
ard
Des
ign
UbD
in a
Nut
shel
l
© 2012 Jay McTighe and Grant Wiggins 18
Understanding-based Curriculum
Frequently Asked Questions
1. Why did you change the UbD Template?Just as computer software programs are regularly updated to incorporate new ideas and adjustments based on user feedback, the new Template reflects the most current thinking on UbD, based on our own observations and the constant feedback we get from users throughout the world. In particular, we have seen the need to highlight transfer goals and the coding of Stages 2 and 3 because too often well-intentioned designers were not focusing on long-term transfer in their units, and the unit assess-ments often did not closely align with the stated goals of Stage 1.
2. Do you have to follow the UbD Template order (top to bottom) when you design?No. Backward design does not demand a rigid sequence. The process of thinking through a design is inherently non-linear, with various entry points, leading eventu-ally to a logically-organized product. Regardless of approach, designers should rou-tinely check the emerging design against the UbD Design Standards to ensure that the process yields a desired high-quality unit design.
3. Should you use the 3-stage UbD Template for planning lessons as well as units?We do not recommend isolated lesson planning separate from unit planning. We have chosen the unit as a focus for design because the key elements of UbD – understandings, essential questions, and transfer performances – are too complex and multi-faceted to be satisfactorily addressed within a single lesson. For instance, essential questions should be revisited over time, not answered by the end of a single class period.
Nonetheless, the larger unit goals provide the context in which individual lessons are planned. Teachers often report that careful attention to Stages 1 and 2 sharpens their lesson planning, resulting in more purposeful teaching and improved learning.
Wiggins, G. and McTighe, J. (2011) The Understanding by Design Guide to Creating High Quality Units. Association for Supervision and Curriculum Development (ASCD).
<http://www.ascd.org/publications/books/109107.aspx>
The Understanding by Design Template 2.0
Acq
uisi
tion
of
Kno
wle
dge
& S
kill
Est
ablis
hed
Goa
ls
Mea
ning
Tra
nsfe
r
Stud
ents
wil
l kno
w...
Stag
e 1
– D
esir
ed R
esul
ts
UN
DE
RST
AN
DIN
GS
Stud
ents
wil
l und
erst
and
that
...
Stud
ents
wil
l be
able
to in
depe
nden
tly
use
thei
r le
arni
ng to
...
ESS
EN
TIA
L Q
UE
STIO
NS
Stud
ents
wil
l kee
p co
nsid
erin
g...
UbD
Tem
plat
e 2.
0
Stud
ents
wil
l be
skil
led
at...
© 2011 Grant Wiggins & Jay McTighe 19
T1
driv
e co
urte
ousl
y an
d de
fens
ivel
y w
ithou
t acc
iden
ts o
r ne
edle
ss r
isk.
T2
antic
ipat
e an
d ad
apt t
heir
kno
wle
dge
of s
afe
and
defe
nsiv
e dr
ivin
g to
va
riou
s tr
affic
, roa
d an
d w
eath
er c
ondi
tions
.
K1
the
driv
ing
law
s of
thei
r st
ate,
pro
vinc
e or
cou
ntry
K2
rule
s of
the
road
for
lega
l, co
urte
ous
and
defe
nsiv
e dr
ivin
gK
3 ba
sic
car
feat
ures
and
fun
ctio
nsK
4 w
hat t
o do
in c
ase
of a
n ac
cide
nt
Q1
Wha
t mus
t I a
ntic
ipat
e an
d do
to
min
imiz
e ri
sk a
nd a
ccid
ents
whe
n I
driv
e?
Q2
Wha
t mak
es a
cou
rteo
us a
nd d
efen
sive
dr
iver
?
Nat
iona
l Dri
ver
Dev
elop
men
t St
anda
rds
G1
Dem
onst
rate
a w
orki
ng
know
ledg
e of
rul
es, r
egu-
latio
ns a
nd p
roce
dure
s of
op
erat
ing
an a
utom
obile
G2
Use
vis
ual s
earc
h sk
ills
to
obta
in c
orre
ct in
form
atio
n an
d m
ake
redu
ced-
risk
de-
cisi
ons
for
effe
ctiv
e sp
eed
and
posi
tion
adju
stm
ents
G3
Inte
ract
with
oth
er u
s-er
s w
ithin
the
Hig
hway
T
rans
port
atio
n Sy
stem
by
adju
stin
g sp
eed,
spa
ce, a
nd
com
mun
icat
ions
to a
void
co
nflic
ts a
nd r
educ
e ri
sk
G4
Dem
onst
rate
bal
ance
d ve
hicl
e m
ovem
ent t
hrou
gh
stee
ring
, bra
king
, and
ac-
cele
ratin
g in
a p
reci
se a
nd
timel
y m
anne
r th
roug
hout
a
vari
ety
of a
dver
se c
ondi
-tio
ns
Sour
ce:
Am
eric
an D
rive
r &
Tr
affic
Saf
ety
Ass
ocia
tion
S1 p
roce
dure
s of
saf
e dr
ivin
g un
der
va
ried
traf
fic, r
oad
& w
eath
er
co
nditi
ons
S2 s
igna
lling
/com
mun
icat
ing
inte
ntio
nsS3
qui
ck r
espo
nse
to s
urpr
ises
S4 p
aral
lel p
arki
ng
U1
A m
otor
veh
icle
can
bec
ome
a le
thal
wea
pon,
an
d dr
ivin
g on
e de
man
ds c
onst
ant a
ttent
ion.
U
2 D
efen
sive
dri
ving
ass
umes
that
oth
er
dr
iver
s ar
e no
t atte
ntiv
e an
d th
at th
ey m
ight
m
ake
sudd
en o
r ill
-adv
ised
mov
es.
U3
Eff
ectiv
e dr
iver
s co
nsta
ntly
ada
pt to
the
vari
-ou
s tr
affic
, roa
d, &
wea
ther
con
ditio
ns.
Eva
luat
ive
Cri
teri
aA
sses
smen
t E
vide
nce
OT
HE
R E
VID
EN
CE
PE
RF
OR
MA
NC
E T
ASK
(S)
Stag
e 2
– E
vide
nce
UbD
Tem
plat
e 2.
0
Cod
ing
© 2011 Grant Wiggins & Jay McTighe 20
1. T
ask:
dri
ve f
rom
hom
e to
sch
ool a
nd b
ack,
with
par
enta
l and
teac
her
supe
rvis
ion.
The
goa
l is
to d
emon
stra
te s
killf
ul, r
espo
nsiv
e, a
nd d
efen
sive
dr
ivin
g un
der
real
-wor
ld c
ondi
tions
.
2. T
ask:
Sam
e ta
sk a
s #1
but
with
rai
ny c
ondi
tions
.
3. T
ask:
Sam
e ta
sk a
s #1
but
with
rus
h ho
ur tr
affic
.
4. B
ookl
et: W
rite
a b
ookl
et f
or o
ther
you
ng d
rive
rs o
n th
e bi
g id
eas
of
safe
and
eff
ectiv
e dr
ivin
g
5. S
elf-
asse
ss y
our
driv
ing
and
park
ing
in T
asks
1 -
3 in
term
s of
co
urte
ous
& d
efen
sive
. Dis
cuss
adj
ustm
ents
mad
e.
6. O
bser
vatio
n of
stu
dent
dri
ver
in a
dri
ving
sim
ulto
r or
car
off
roa
d.
7. W
ritte
n te
st r
equi
red
for
getti
ng a
lice
nse.
8. R
oad
test
req
uire
d fo
r ge
tting
a li
cens
e.
• kn
ows
the
law
• dr
ives
wel
l en
ough
to
mee
t dri
ving
te
st c
rite
ria
• ac
cura
te•
perc
eptiv
e
• sk
illfu
l
• co
urte
ous/
defe
nsiv
e
• an
ticip
ates
wel
l
• re
spon
sive
• sk
illed
Tran
sfer
goals
Mea
ning
Goa
ls
Skill&
Tran
sfer
Goa
ls
Know
ledg
e&Skill
Goa
ls;
simple
tran
sfer
Mea
ning
Goa
ls
Stag
e 3
– L
earn
ing
Pla
n
UbD
Tem
plat
e 2.
0
Cod
ing
LE
AR
NIN
G E
VE
NT
S
Pro
gres
s M
onit
orin
g
Pre
-ass
essm
ent
© 2011 Grant Wiggins & Jay McTighe 21
Car
Che
ckC
ircl
esA
ntic
ipat
ion
& P
lann
ing
Ahe
adSa
fety
Che
cks
Pede
stri
an C
ross
ings
Use
of
Spee
dC
ontr
ols
& I
nstr
umen
tsH
ighw
ays
Oth
er T
raffi
cSt
artin
g up
, Mov
ing
and
Stop
ping
Tur
nsIn
ters
ectio
nsSa
fe P
ositi
onin
gR
ever
sing
Dar
knes
sM
irro
rsPa
rkin
gW
eath
er C
ondi
tions
Sign
als
Em
erge
ncy
Stop
ping
Rul
es &
Law
sSe
curi
ty
Exp
erie
nce
and
equi
ppin
g vi
a di
rect
inst
ruct
ion
and
vido
e si
mul
taor
s is
pro
vide
d in
term
s of
how
to
hand
le: W
et R
oads
, Dry
Roa
ds, D
arkn
ess
Day
light
, Hig
hway
, City
, Cou
ntry
.
Sepa
rate
ski
ll de
velo
pmen
t and
rea
l-w
orld
pra
ctic
e in
–
All
inst
ruct
ion
is c
arri
ed o
ut a
nd f
orm
ativ
ely
asse
ssed
und
er a
5-l
evel
sys
tem
of
incr
ease
d au
tono
my:
• th
e sk
ill is
intr
oduc
ed•
it ca
n be
car
ried
out
und
er f
ull i
nstr
uctio
n•
it ca
n be
car
ried
out
cor
rect
ly w
hen
prom
pted
• it
seld
om n
eeds
to b
e pr
ompt
ed•
you
can
carr
y it
out c
onsi
sten
tly w
ithou
t any
pro
mpt
ing
Exp
ert d
rivi
ng is
mod
eled
via
vid
eo a
nd th
e dr
ivin
g in
stru
ctor
; the
dri
ving
exa
m is
intr
oduc
ed a
nd s
tudi
ed.
Refl
ectio
n an
d ge
nera
lizat
ions
pro
mot
ed v
ia d
iscu
ssio
n of
the
esse
ntia
l que
stio
ns a
fter
eac
h vi
rtua
l an
d re
al r
oad
expe
rien
ce. W
ritte
n se
lf-a
sses
smen
t req
uire
d af
ter
each
dri
ving
exp
erie
nce.
Not
e: t
his
is a
mer
ely
sugg
esti
ve o
verv
iew
of
a un
it p
lan.
A
typi
cal u
nit
sum
mar
izes
all
lear
ning
eve
nts
in m
ore
deta
il.
Pre-
asse
ssm
ent o
f dr
ivin
g kn
owle
dge,
ski
ll, u
nder
stan
ding
s, a
nd a
ttitu
des
usin
g su
rvey
s an
d si
mul
ator
s.
Form
ativ
e as
sess
men
t an
d in
form
al f
eedb
ack
by in
stru
ctor
as
stud
ent
trie
s to
app
ly s
kills
le
arne
d w
hile
dri
ving
of
f-ro
ad
• L
ook
for
such
com
-m
on m
isco
ncep
tions
an
d sk
ill d
efici
ts a
s -
* fa
ilure
to c
heck
m
irro
rs a
nd p
erip
h-er
al v
isio
n*
not a
ccur
atel
y re
spon
ding
dur
ing
chan
ges
in r
oad
cond
ition
s*
not p
erce
ivin
g sp
eed
of o
ncom
ing
cars
dur
ing
mer
ges
and
turn
s
T A M A,T
Code
Key
:T=tran
sfer,M=Mea
ning-m
aking,A=Acq
uisition
A,T
Acq
uisi
tion
of
Kno
wle
dge
& S
kill
Est
ablis
hed
Goa
ls
Mea
ning
Tra
nsfe
r
Stud
ents
wil
l kno
w...
Stag
e 1
– D
esir
ed R
esul
ts
UN
DE
RST
AN
DIN
GS
Stud
ents
wil
l und
erst
and
that
...
Stud
ents
wil
l be
able
to in
depe
nden
tly
use
thei
r le
arni
ng to
...
ESS
EN
TIA
L Q
UE
STIO
NS
Stud
ents
wil
l kee
p co
nsid
erin
g...
UbD
Tem
plat
e 2.
0
Stud
ents
wil
l be
skil
led
at...
© 2011 Grant Wiggins & Jay McTighe 22
Wha
t spe
cific
ally
do
you
wan
t st
uden
ts to
und
erst
and?
Wha
t inf
eren
ces
shou
ld th
ey m
ake?
Wha
t tho
ught
-pro
voki
ng q
uest
ions
w
ill fo
ster
inqu
iry,
mea
ning
mak
ing,
an
d tr
ansf
er?
Wha
t kin
ds o
f lon
g-te
rm, i
ndep
ende
nt a
ccom
plis
hmen
ts a
re d
esir
ed?
Wha
t Con
tent
Sta
ndar
ds,
Prog
ram
and
/or M
issi
on
rela
ted
goal
(s) w
ill th
is
unit
add
ress
?
Wha
t fac
ts a
nd b
asic
con
cept
s sh
ould
stu
dent
s kn
ow a
nd b
e ab
le
to re
call?
Wha
t dis
cret
e sk
ills
and
proc
esse
s sh
ould
stu
dent
s be
abl
e to
use
?
Eva
luat
ive
Cri
teri
aA
sses
smen
t E
vide
nce
OT
HE
R E
VID
EN
CE
PE
RF
OR
MA
NC
E T
ASK
(S)
Stag
e 2
– E
vide
nce
UbD
Tem
plat
e 2.
0
Cod
ing
© 2011 Grant Wiggins & Jay McTighe 23
How
will
stu
dent
s de
mon
stra
te th
eir u
nder
stan
ding
(mea
ning
-m
akin
g an
d tr
ansf
er) t
hrou
gh c
ompl
ex p
erfo
rman
ce?
Wha
t cri
teri
a w
ill b
e us
ed in
ea
ch
as
sess
men
t to
eva
luat
e at
tain
men
t of
the
Des
ired
Re
sult
s?
Rega
rdle
ss
of th
e form
at
of th
e as
sess
-m
ent,
wha
t qu
alit
ies
are
mos
t im
port
ant?
Wha
t oth
er e
vide
nce
will
you
col
lect
to d
eter
min
e w
heth
er S
tage
1 g
oals
wer
e ac
hiev
ed?
Cons
ider
the
six
fac
ets
whe
n de
velo
ping
ass
essm
ents
of
unde
rsta
ndin
g.O
ptio
nal:
Use
the
G.R
.A.S
.P.S
. el
emen
ts t
o fr
ame
an a
uthe
ntic
con
text
fo
r th
e ta
sk(s
).
Are
all
of th
e D
esir
ed
Resu
lts
bein
g ap
-pr
opri
-at
ely
as-
sess
ed?
Stag
e 3
– L
earn
ing
Pla
n
UbD
Tem
plat
e 2.
0
Cod
ing
LE
AR
NIN
G E
VE
NT
S
Pro
gres
s M
onit
orin
g
Pre
-ass
essm
ent
© 2011 Grant Wiggins & Jay McTighe 24
Whi
le d
etai
led
less
on p
lans
are
not
exp
ecte
d he
re,
you
shou
ld i
nclu
de
suffi
cien
t in
form
atio
n so
tha
t an
othe
r te
ache
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© 2012 Jay McTighe and Grant Wiggins 25
Understanding-based Curriculum
TRANSFER GOALS
Definition Transfer Goals highlight the effective uses of understanding, knowledge, and skill that we seek in the long run; i.e., what we want students to be able to do when they con-front new challenges – both in and outside of school. There are a small number of over-arching, long-term transfer goals in each subject area. For example, a long-term aim in mathematics is for students to be able to solve “real world” problems on their own. A long-term transfer goal in history is for students to apply the lessons of history when considering contemporary issues.
In every case, the ability to transfer learning manifests itself in not just one setting but varied real-world situations. Transfer is about independent performance in context. You can only be said to have fully understood if you can apply your learning without someone telling you what to do and when to do it. In the real world, no teacher is there to direct and remind you about which lesson to plug in here or there. Transfer is about intelligently and effectively drawing from your repertoire, independently, to handle new contexts on your own. In the real world, no teacher is there to direct and remind you about which lesson to plug in here or there: transfer is about intelligently and effectively drawing from your repertoire, independently, to handle particular contexts on your own. The goal of transfer thus requires that an instructional plan (in Stage 3) help the student to become increasingly autonomous, and the assessments (in Stage 2) need to determine the degree of student autonomy.
Transfer goals have several distinguishing characteristics: • They require application (not simply recognition or recall). • The application occurs in new situations (not ones previously taught or encoun tered; i.e., the task cannot be accomplished as a result of rote learning). • The transfer requires a thoughtful assessment of which prior learning applies here – i.e. some strategic thinking is required (not simply “plugging in” skill and facts). • The learners must apply their learning autonomously (on their own, without coaching or teacher support). • Transfer calls for the use of habits of mind (i.e., good judgment, self regulation, persistence) along with academic understanding, knowledge and skill.
© 2012 Jay McTighe and Grant Wiggins 26
Understanding-based Curriculum
Students will be able to independently use their learning to:
History • Apply lessons of the past to current and future events and issues, and to other historical eras • Critically appraise political, social, and historical claims/decisions in light of available evidence and reasoning
Health and Physical Education • Make healthful choices and decisions regarding diet, exercise, stress management, alcohol/drug use• Play a chosen game skillfully and with good sportsmanship Mathematics• Investigate and find patterns in phenomena/data, and model them mathematically • Apply sound mathematical reasoning to clarify and solve novel mathematical problems
Performing & Fine Arts • Find meaning and interest in varied works and performances of art • Create/perform works in one or more media to express ideas and/or to evoke mood and emotion
Reading• Read and respond to text in various genres (literature, non-fiction, technical) for various purposes (entertainment, to be informed, to perform a task)• Comprehend text by inferring and tracing the main idea, interpreting (“between the lines”), criti-cally appraising, and making personal connections
Research• Locate pertinent information from varied sources (print, on-line; primary, secondary)• Critically evaluate sources and information (e.g., for accuracy, completeness, timeliness, lack of bias, properly referenced)
Science • Evaluate scientific claims and analyze current issues involving science or technology • Conduct a sound investigation to answer an empirical question
World Language• Communicate effectively in the target language in common “real world” situations• Demonstrate sensitivity in behavior and speech to culture and context
Writing• Write in various genres for various audiences in order to explain (expository), entertain (narrative/poem), argue (persuasive), guide (technical), and challenge (satirical)• Carefully draft, write, edit, and polish one’s own and others’ writing to make it publishable
Long Term Transfer Goalsexamples
© 2012 Jay McTighe and Grant Wiggins 27
Understanding-based Curriculum
Transfer Goals examples from schools and districts
Science Transfer GoalsStudents will be able to independently use their learning to:
• Apply knowledge of science and engineering to engage in public discussions on relevant issues in a changing world.• Conduct investigations, individually and collaboratively, to answer questions.• Evaluate scientific claims for validity.• Think systemically.
Source: North Slope Borough School District, Barrow, Alaska (July 2012)
Visual Arts Transfer GoalsStudents will be able to independently use their learning to:
• Create engaging and purposeful artistic expressions in forms that vary in terms of media and style. • Communicate ideas, experiences, and stories through art. • Respond to the artistic expression of others through global understanding, critical stance, personal connection, and interpretation. • Respond to technical and conceptual challenges of his/her own. • Develop an independent artistic vision.
Source: Sheridan School, Washington, DC (June 2011)
World Languages Transfer Goals Students will be able to independently use their learning to:
• Communicate effectively in the target language(s) in realistic situations while displaying a sensitivity to culture and context. • Emulate native speakers.• Willingly taking risks with language, both within and outside of the classroom.
Source: The Dalton School, New York, NY (March 2012)
Special Education Students will be able to independently use their learning to:
• Function in the community while respecting social/cultural norms.• Advocate for their personal needs – academic, behavioral, emotional, and physical. • Communicate effectively based on purpose, task, and audience using appropriate vocabulary.• Explore and pursue viable options based on aspirations, interests, and experience.
Source: Prosper ISD, TX (April 2013)
© 2012 Jay McTighe and Grant Wiggins 28
Understanding-based Curriculum
UNDERSTANDINGS
Definition Identify the important, transferrable ideas and processes that students should come to understand. Understandings differ in scope and breadth. Overarching understand-ings point beyond the specifics of a unit to the larger, transferrable ideas that spiral throughout the curriculum. Topical understandings target the particular insights we want students to attain within a unit of study. Topical understandings are less likely to transfer to other topics. Effective understandings… • Reflect important, transferrable ideas • Are stated as full-sentence generalizations — Students will understand that…
Desired understandings are identified in Stage 1 for the purpose of: 1. focusing curriculum around enduring, transferable learning to avoid educator and student fixation on narrow objectives; 2. encouraging active meaning making by students; and 3. are necessary for transfer of learning to new situations.
Examples
Overarching Understandings
EconomicsPrice is a function of supply and demand.ScienceGravity is not a physical thing but a term describing the constant rate of acceleration of all falling objects.Physical EducationA muscle that contracts through its full range of motion will generate more forceMathematicsMathematics allows us to see patterns that might have remained unseen.
Topical UnderstandingsUnit on Money (elementary)The cost of a Beanie Baby depends on demand and availability at any given time.Unit on Gravitational ForceVertical height, not the angle and distance of descent, determines the eventual speed of a falling object.Unit on GolfA full stroke with follow-through will increase your distance on a drive.Unit on StatisticsStatistical analysis and graphic displays often reveal patterns in seemingly random data or populations, enabling predictions.
© 2012 Jay McTighe and Grant Wiggins 29
Understanding-based Curriculum
State specifically what it is about the topic that students are expected to grasp. Many curricularframeworks, content standards documents, and teacher objectives make the mistake of framing “understandings” as a topic (e.g., Students will understand the water cycle.) or skill (e.g., Students will understand how to multiply.). We recommend that you summarize the particular understanding(s) you are after, being as specific as possible about the insights that should result from exploring the topic (e.g., Data analysis and graphic displays often reveal helpful patterns and enable prediction.). A practical way to accomplish this is to frame the understanding(s) in response to the stem: “the students will understand that...” (e.g., The Civil War was fought initially over states rights issues and regional economic politics, not just the morality of slavery.). This approach helps to clarify the desired generalizations that we want students to come to understand, while avoiding the problems of stating the understanding in terms of a topic or skill. Another way to think about it: If your unit topic is a “story,” then what is (are) the moral(s) of your story? By stating the understanding as a “moral of the story,” designers move beyond topics to clarify the complete understanding they seek. For example, in a unit on animal adaptation, one of the “morals” can be stated as, Living organisms have developed adaptive mechanisms to enable them to survive harsh or changing environments.
Tips on Framing Understandings
Frame the desired understanding as a full-sentence generalization in response to the phrase, “Students will understand that...”
Beware of stating an understanding as a truism or vague generality.
Avoid the phrase, “Students will understand how to....”
Avoid truisms – statements that are true by definition (e.g., Triangles have 3 sides) or state the obvious (e.g., Musicians work with sounds to create music). Likewise, vague generalities (e.g., America is a complex country or Writing involves many different elements) are too global to provide useful and transferrable insights into important ideas. A practical tip: Check to see that your stated understandings do not end in an adjective (e.g., Fractions are important).
Such a statement is ambiguous. One meaning is that the student will develop certain skills. This kind of objective is best placed in the Skills section on the design template. Another meaning of “understand how” implies that there are insights essential to wise use of the skill – e.g., knowing whysomething works or is useful. Those desired insights should be made explicit and framed as understandings in that section of the template. A practical way to accomplish this is to specify “why?” “how?” and “so what?” as a means of identifying desired understandings in skill areas.
© 2012 Jay McTighe and Grant Wiggins 30
Understanding-based Curriculum
ESSENTIAL QUESTIONS
Definition Open-ended questions designed to promote sustained inquiry and meaning making. Essential questions differ in scope and breadth. We distinguish between overarching and topical questions. Overarching essential questions point beyond the particulars of a unit to the larger, transferable ideas and enduring understandings. They recur fruitfully across the grades, spiraling throughout the curriculum to provide conceptual through lines. Effective overarching essential questions: • are broad and general in nature; and • lead to overarching understandings
Topical essential questions are more specific. They guide the exploration of ideas and processes within particular topics within a unit of study.
Essential questions are identified in Stage 1 for the purpose of: 1. Provoking deep thought, lively discussion, sustained inquiry, and additional questions leading to new and/or deeper insight(s) 2. Asking students to consider alternatives, weigh evidence, support their ideas and rethink key ideas 3. Support connections within and across content and context
Examples
Overarching Essential Questions
• In what ways does art reflect culture as well as shape it? • How do artists choose tools, techniques, and materials to express their ideas?
• What makes a great story?• How do effective writers hook and hold their readers?
Topical Essential Questions
unit on masks• What do masks and their use reveal about the culture? What tools, techniques, and materials are used in creating masks from different cultures?unit on mysteries• What is unique about the mystery genre?• How do great mystery writers hook and hold their readers?
© 2012 Jay McTighe and Grant Wiggins 31
Understanding-based Curriculum
Big Ideas, Understandings and Essential Questions
The following visual represents the interrelationship among big ideas, understandings and essential questions.
big idea
Topic or Content Standard
Understanding – a full-sentence generalization, specifying what we want students to come to understand about the big idea(s).(e.g., Students will understand that...Living organisms (populations) adapt in order to survive harsh or changing environments.)
Essential Question – a provocative, open-ended question, designed to guide inquiry into the big idea(s). By actively exploring the essential question(s), students make meaning and deepen their understanding. (e.g., How do living organisms survive in harsh or changing environments?)
essential question
Big Idea – an abstract and transferable concept, theme, or process at the heart of a subject or topic.
(e.g., adaptation, survival)
(e.g., The student will understand biological adaptation.)
QU
understanding
© 2012 Jay McTighe and Grant Wiggins 32
Understanding-based Curriculum
Tips for Using Essential Questions
1. Organize programs, courses, units of study, and lessons around the questions. Make the “content” answers to questions.
2. Select or design assessment tasks (up front) that are explicitly linked to the questions. The task(s) and performance standards should clarify what acceptable pursuit of, and answers to, the ques-tions actually look like.
3. Use a reasonable number of questions per unit (2-5). Make less be more. Prioritize ‘content’ for students to make the work clearly focus on a few key questions.
4. Frame the questions in “kid language” as needed to make them more accessible. Edit the ques-tions to make them as engaging and provocative as possible for the age-group.
5. Ensure that every child understands the questions and sees their value. Conduct a survey or in-formal check, as necessary, to ensure this.
6. Derive and design specific concrete exploratory activities and inquiries for each question.
7. Sequence the questions so they “naturally” lead from one to another.
8. Post the essential questions in classroom(s), and encourage students to organize notebooks around them to make clear their importance for study and note-taking.
9. Help students to personalize the questions. Have them share examples, personal stories, and hunches. Encourage them to bring in clippings and artifacts to help make the questions come alive.
10. Allot sufficient time for “unpacking” the questions — examining sub-questions and probing implications — mindful of student age, experience, and other instructional obligations. Use question/concept maps to show relatedness of questions.
11. Share your questions with other faculty to make planning and teaching for cross-subject matter coherence more likely. Ideas to promote overarching questions school-wide — ask teachers to post their questions in the faculty room and/or in department meeting/planning areas. Type and circulate questions in the faculty bulletin. Present and discuss at faculty and P.T.S.A. meetings.
Other tips: _______________________________________________________________________
________________________________________________________________________________
© Wiggins & McTighe 2012 page 33
Unpacking Standards Worksheets
Stated/implied performances in VERBS:Stated/implied “big ideas” in NOUNS:
Unpacking Standards - “Inside Out” Method
STANDARD
Understandings
Essential Questions
Transfer Goal(s)
Performance Task(s)
ADJECTIVES and ADVERBS:
Criteria
• Write for the same purpose to different audiences, and explain the influence of the target audience on thestyle, word choice, etc.• Write on the same content in two different genres and explain each genre’s influence on organization, style, word choice.
• A writer’s purpose (e.g., to inform, entertain, persuade, etc.) and audienceshapes the style, development and organization of the writing.• Different writing genres and purposes have unique organizational patterns.
• clear • coherent• appropriate to task, purpose, audience
•development•organization•style•task•audience•purpose(“formfollowsfunction”)
• What is my goal? For whom am I writing? • How does purpose and audience affect a writer’s style and organization? • How do effective writers hook and hold their readers in different genres (e.g., mystery, essay, poem, historical fiction)?
• clear • coherent• appropriate
Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.
Produce(writing)
Produceclearandcoherentwritinginwhichthedevelopment,organiza-tion,andstyleareappropriatetotask,purpose,andaudience.
Source:CommonCore–CollegeandCareerReadinessAnchorStandards–Writing
© Wiggins & McTighe 2012 page 34
Unpacking Standards Worksheets
Stated/implied performances in VERBS:Stated/implied “big ideas” in NOUNS:
Unpacking Standards - “Inside Out” Method
STANDARD
Understandings
Essential Questions
Transfer Goal(s)
Performance Task(s)
ADJECTIVES and ADVERBS:
Criteria
Source:CommonCore–CollegeandCareerReadinessStandards–Writing
•arguments•claims•topicsortexts•evidence•reasoning
•write•support(claims)•analyze(topics/texts)•reasoning
•valid•relevant•sufficient
•relevantevidence•sufficientevidence•validreasoning
Basedonyourreadingofinformationaltextsonalocalornationalissue,preparea(report,lettertoeditor,essay)foraspecificaudiencetoconvincethemofyourposition.Yourargumentshouldfollowalogicalsequencewithsupportingevidenceforyourposition(claim).
• What makes an argument convincing? • What is the best evidence I can use to support my argument? • How do I best organize and present my argument?
•Theeffectivenessofanargumentisdependentuponthequalityofthesupportingevidenceused(validity,appropriateness)andhowitiscon-veyed.
produceclearandcoherentwritingtopersuadeatargetaudience
Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.
© Wiggins & McTighe 2012 page 35
Unpacking Standards Worksheets
Stated/implied performances in VERBS:Stated/implied “big ideas” in NOUNS:
Unpacking Standards - “Inside Out” Method
STANDARD
Understandings
Essential Questions
Transfer Goal(s)
Performance Task(s)
ADJECTIVES and ADVERBS:
Criteria
Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.Source:CommonCore–CollegeandCareerReadinessAnchorStandards–Reading
•ideas •development•themes•details•text
•determine•analyze•summarize
•Authorsdonotalwaysstatethecentralideaorthemeovertly;readershavetoinferit“betweenthelines.”•Effectivereadersusespecificstrate-giestohelptheminfertheimpliedmainideasofatext.
•HowcanItodeterminethecentralideaorthemeofwhatIread?•HowcanIread“betweenthelines”todeterminetheauthor’smeaning?•Whatstrategiesdoeffectiveread-ersusetomakemeaningfromatext?
•Preparea“studyguide”forstudentsbysummarizingthecentralideasorkeythemesofatext.•Usethe“AddinguptheFacts”orga-nizertoshowhowsupportingdetailsleadtoaninferenceaboutmainideas.
•appropriateinference•effectivesummary•supportedbykeydetails
Determinecentralideasorthemesofatextandanalyzetheirdevelop-ment.Summarizethekeysupportingdetails
•central•key•supporting
© Wiggins & McTighe 2012 page 36
Unpacking Standards Worksheets
Stated/implied performances in VERBS:Stated/implied “big ideas” in NOUNS:
Unpacking Standards - “Inside Out” Method
STANDARD
Understandings
Essential Questions
Transfer Goal(s)
Performance Task(s)
ADJECTIVES and ADVERBS:
Criteria
•mathematicalmodel(s)•“reallife”problems•disciplinesandlife
• How can I best model this phenomena in this situation?• Do these results make sense?• What are the limits of this mathematical model in this context?• What do effective problem solvers do?
•Mathematicalmodelssimplifyand connectphenomenatoassistinunder-
standingandproblemsolving. •Mathematicalmodelsmustbeviewed
criticallysothattheydonotmislead. •Effectiveproblemsolversalwayscheck
forthereasonablenessofsolutions.
•Createamathematicalmodelforaselected“real-world”situation(e.g.,seasonaltemperatures).•Criticallyreviewandimproveamathematicalmodelforitsappropri-atenesstoagivensituation.
•model •apply•solve
Applythemathematicstheyknowtodevelopmathematicalmodelsforsolvingrealworldproblems
•appropriatemodeling•accurate•reasonablenessofsolution
Model with Mathematics Mathematicallyproficientstudentscanapplythemathematicstheyknowtosolveproblemsarisingineverydaylife,society,andtheworkplace....routinelyinterprettheirmathemati-calresultsinthecontextofthesituationandreflectonwhethertheresultsmakesense,possiblyimprovingthemodelifithasnotserveditspurpose.
Source:CommonCoreStateStandards–Mathematics
•interpret •reflecton•improve
© Wiggins & McTighe 2012 page 37
Unpacking Standards Worksheets
Stated/implied performances in VERBS:Stated/implied “big ideas” in NOUNS:
Unpacking Standards - “Inside Out” Method
STANDARD
Understandings
Essential Questions
Transfer Goal(s)
Performance Task(s)
ADJECTIVES and ADVERBS:
Criteria
© 2012 Jay McTighe and Grant Wiggins 38
Understanding-based Curriculum
Directions: Usethefollowingscaletorateyour“levelofuse”ofeachofthefollowingassessmenttools(attheclassroom,schoolordistrictlevel).Whatdothesurveyresultssuggest?Whatpatternsdoyounotice?Areyoucollectingappropriateevidenceforallthedesiredresults,oronlythosethatareeasiesttotestandgrade?Isanimportantlearninggoal“fallingthroughthecracks”becauseitisnotbeingassessed?
4=FrequentUse
3=UseSometimes
2=OccasionalUse
1=DoNotUse
______1.selected-responseformat(e.g.,multiple-choice,true-false)quizzesandtests
______2.written/oralresponsestoacademicprompts(short-answerformat)
______3.performanceassessmenttasks,yielding:
____extendedwrittenproducts(e.g.,essays,labreports)
____visualproducts(e.g.,PowerPointshow,mural)
____oralperformances(e.g.,oralreport,foreignlanguagedialogues)
____demonstrations(e.g.,skillperformanceinphysicaleducation)
______4.long-term,“authentic”projects(e.g.,seniorexhibition)
______5.portfolios-collectionsofstudentworkovertime
______6.reflectivejournalsorlearninglogs
______7.informal,on-goingobservationsofstudents
______8.formalobservationsofstudentsusingobservableindicatorsorcriterionlist
______9.studentself-assessments
______10.peerreviewsandpeerresponsegroups
______11.other:_____________________________________________________
SourcesofAssessmentEvidence:SelfAssessment
© 2012 Jay McTighe and Grant Wiggins 39
Understanding-based Curriculum
Understanding:
Part 1 – How would you define “understanding”? What does it mean to “really understand” or “get it”?
Indicators of UnderstandingIndicators of Knowledge without Understanding
Part 2 - What are concrete indicators of really understanding something (as apposed to merely knowing important facts about it)? What can the person with understanding do that the person with only knowledge—even lots of knowledge—cannot do?
What is understanding?
© 2012 Jay McTighe and Grant Wiggins 40
Understanding-based Curriculum
Performance Tasks:
Student Self-Assessment and Reflection:
Other Evidence:(e.g., tests, quizzes, prompts, work samples, observations, etc.)
You Are What You Eat – Students create an illustrated brochure to teach younger children about the importance of good nutrition for healthful living.
Camp Menu – Students develop a 3-day menu for meals and snacks for an upcoming Outdoor Education camp experience. They write a letter to the camp director to explain why their menu should be selected (by showing that it meets the USDA Food Pyramid recommendations, yet tasty enough for the students).
Quiz - the food groups and the USDA recommendations
Quiz - Skill Check – reading food labels for nutrition info.
Prompt - Describe two health problems that could arise as a result of poor nutrition and explain how these could be avoided.
1. self assess the brochure, You are What You Eat 2. self assess the camp menu3. self assess the extent to which you “eat healthy” at the
end of unit (compared to the beginning)
A Collection of Assessment Evidence example - unit on Nutrition - grades 5-6
© 2012 Jay McTighe and Grant Wiggins 41
Understanding-based Curriculum
Performance tasks can be used as rich learning activities or as assessments. They ask students to apply knowledge and skills to a new situation, and typically yield tangible products and performances that serve as evidence of learning. Performance tasks (as distinct from long-term projects) can usually be completed within a relatively short time frame, generally between one and four class periods. Here are general characteristics of performance tasks; they: • demand thoughtful application of knowledge and skills, not just recall; • yield tangible products and performances that serve as evidence of learning; • establish authentic contexts for performance; • can integrate two or more subjects as well as 21st century skills (e.g., critical thinking, technology use, teamwork); • do not have a “single, best” answer or one, “right way” to accomplish the task; • evaluate performance with established criteria and rubrics; and • may be used as rich learning activities and/or assessments. Performance tasks may be content-specific (e.g., mathematics, science, social studies) or integrated (i.e., involving two or more subjects). One natural interdisciplinary connection is to include a reading, research and/or communication (writing, graphics, presentation) component to tasks in content areas. Such tasks encourage students to see meaningful learning as integrated, rather than something which occurs in isolated segments. Two examples of performance tasks are provided below.
Fairy Tales [grades 3-4]
You have just finished reading three fairy tales that all have the same general pattern – characters overcoming a confrontation with an animal when the animal’s intent is to harm the character(s). Your task is to write a story that includes all the characteristics of a fairy tale and also uses this same general pattern. You will then read your story to your kindergarten reading buddy and teach him/her about the characteristics and general pattern of a fairy tale. Source: Assessing Outcomes: Performance Assessment Using Dimensions of Learning
City Park [high school physics]
Your design team has been asked by the City Park Department to construct a model for a new playground near the elementary school. The playground will have swing sets and see-saws. For the safety of the children who will be using the playground equipment, you must design your swings so that they don’t swing too fast or “loop-the-loop “ over the top of the swing set. Design and conduct an experiment to determine how the variables - length, mass, height of release - affect the rate of back-and-forth movement of a swing. Be prepared to present your find-ings, recommendations, and a demonstration to the City Park officials. Source: A Tool Kit for Professional Developers: Alternative Assessment
Performance Tasks
© 2012 Jay McTighe and Grant Wiggins 42
Understanding-based Curriculum
The facets of understanding provide indicators of understanding and thus can be used to select or develop assessments.
If someone really understands something, they can...
Explanation
Inte
rpre
tatio
n
Pers
pect
ive
Self-Knowledge
The Facets of Understanding
Empathy
• Explain it in their own words.•Represent it in a different form.
•Teach it to someone else.•Make and support an
inference.
• Make meaning from a text or data set.• See and describe patterns.• Make new connections.
• Use their learning effectivelyin a new situation.• Transfer.
• Get “inside” another person’s feelings and world view.• Recognize merit in the odd, unorthodox, or unfamiliar.
• Realize their strengths and weaknesses.
• Recognize the limits of their own understanding.
• Reflect on their learning and actions.
• Recognize different points of view. • See the “big picture.”• Take a critical stance.
Facets of Understanding
Application
© 2012 Jay McTighe and Grant Wiggins 43
Understanding-based Curriculum
Use the six facets of understanding to generate possible ways in which students might reveal understanding.
Explanation
ApplicationIn
terp
reta
tion
Pers
pect
ive
Self-Knowledge
Brainstorming Assessment Ideas Using the Facets
Em
pathy
• Explain how a battery causes a light bulb to glow.
• Interpret a schematic diagram and predict the outcome.
• Design an electrical circuit to accomplish a specific task.• Troubleshoot a faulty electrical circuit.
• Describe an electron’s experience as it passes through a simple current.
• Reflect on your deepening understandingof electricity (e.g., I used to think that..... but now
I understand that....).
• Why does the United States use AC instead of DC current? (historical perspective)
electriccircuits
© 2012 Jay McTighe and Grant Wiggins 44
Understanding-based Curriculum
Prac
tice
Sta
ndar
ds
MAT
HGR3
Cont
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ake
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odel
w
ith
mat
h-em
atic
s.
5 U
se a
ppro
-pr
iate
too
ls
stra
tegi
-ca
lly.
6 A
tten
d to
pr
ecis
ion.
7 Lo
ok f
or
and
mak
e us
e of
str
uc-
ture
.
8 Lo
ok f
or
and
expr
ess
regu
lari
ty
in r
epea
ted
reas
onin
g.
Repr
esen
t and
solv
e pr
oble
ms i
n-vo
lvin
g m
ultip
licat
ion
and
divi
sion
.Un
ders
tand
pro
pert
ies o
f mul
tipli-
catio
n an
d th
e re
latio
nshi
p be
-tw
een
mul
tiplic
atio
n an
d di
visi
on.
Mul
tiply
and
div
ide
with
in 1
00.
Solv
e pr
oble
ms i
nvol
ving
the
four
op
erat
ions
, and
iden
tify
and
ex-
plai
n pa
tter
ns in
ari
thm
etic
.An
alyz
e th
e st
ruct
ure
of te
xts,
incl
udin
g ho
w sp
ecifi
c sen
tenc
es,
para
grap
hs, a
nd la
rger
por
tions
of
the
text
(e.g
., a se
ctio
n, ch
apte
r, sc
ene,
or s
tanz
a) re
late
to e
ach
othe
r and
the
who
le.
Use
plac
e va
lue
unde
rsta
ndin
g an
d pr
oper
ties o
f ope
ratio
ns to
per
-fo
rm m
ulti-
digi
t ari
thm
etic
.De
velo
p un
ders
tand
ing
of fr
actio
ns
as n
umbe
rs.
Solv
e pr
oble
ms i
nvol
ving
mea
sure
-m
ent a
nd e
stim
atio
n of
inte
rval
s of
time,
liqu
id v
olum
es, a
nd m
asse
s of
obj
ects
.Re
pres
ent a
nd in
terp
ret d
ata.
Geom
etri
c mea
sure
men
t: un
der-
stan
d co
ncep
ts o
f are
a an
d re
late
ar
ea to
mul
tiplic
atio
n an
d to
ad-
ditio
n.Ge
omet
ric m
easu
rem
ent:
reco
g-ni
ze p
erim
eter
as a
n at
trib
ute
of p
lane
figu
res a
nd d
istin
guis
h be
twee
n lin
ear a
nd a
rea
mea
sure
s.Re
ason
with
shap
es a
nd th
eir
attr
ibut
es.
Mat
rix
Met
hod
-- M
athe
mat
ics
Com
mon
Cor
e St
anda
rds
Con
tent
Sta
ndar
ds
TR
AN
SFE
R G
OA
L(S
)
Stu
dent
s w
ill b
e ab
le to
inde
pend
entl
y us
e th
eir
lear
ning
to...
PE
RF
OR
MA
NC
E T
ASK
Ide
as
Unp
acki
ng S
tand
ards
– “
Mat
rix”
Met
hod
Pro
cess
Sta
ndar
ds
© Wiggins & McTighe 2012 page 45
Unpacking Standards Worksheets
Com
mon
Cor
e St
ate
Stan
dard
s
Mat
hem
atic
s
Repr
esen
t and
solv
e pr
oble
ms i
n-vo
lvin
g m
ultip
licat
ion
and
divi
sion
.Un
ders
tand
pro
pert
ies o
f mul
tipli-
catio
n an
d th
e re
latio
nshi
p be
-tw
een
mul
tiplic
atio
n an
d di
visi
on.
Mul
tiply
and
div
ide
with
in 1
00.
Solv
e pr
oble
ms i
nvol
ving
the
four
op
erat
ions
, and
iden
tify
and
ex-
plai
n pa
tter
ns in
ari
thm
etic
.Us
e pl
ace
valu
e un
ders
tand
ing
an
d pr
oper
ties o
f ope
ratio
ns to
pe
rfor
m m
ulti-
digi
t ari
thm
etic
.De
velo
p un
ders
tand
ing
of fr
actio
ns
as n
umbe
rs.
Solv
e pr
oble
ms i
nvol
ving
mea
sure
-m
ent a
nd e
stim
atio
n of
inte
rval
s of
time,
liqu
id v
olum
es, a
nd m
asse
s of
obj
ects
.Re
pres
ent a
nd in
terp
ret d
ata.
Geom
etri
c mea
sure
men
t: un
der-
stan
d co
ncep
ts o
f are
a an
d re
late
ar
ea to
mul
tiplic
atio
n an
d to
addi
tion.
Geom
etri
c mea
sure
men
t:
reco
gniz
e pe
rim
eter
as a
n at
trib
ute
of p
lane
figu
res a
nd d
istin
guis
h be
twee
n lin
ear a
nd a
rea
mea
sure
s.Re
ason
with
shap
es a
nd th
eir
attr
ibut
es.
Stan
dard
s fo
r M
athe
mat
ical
Pra
ctic
e:
o 1
. Mak
e se
nse
of p
robl
ems
and
pers
ever
e in
sol
ving
them
.o
2.
Rea
son
abst
ract
ly a
nd q
uant
itativ
ely.
o
3. C
onst
ruct
via
ble
argu
men
ts a
nd c
ritiq
ue th
e re
ason
ing
of o
ther
s.o
4.
Mod
el w
ith m
athe
mat
ics.
o
5. U
se a
ppro
pria
te to
ols
stra
tegi
cally
.o
6.
Atte
nd to
pre
cisi
on.
o
7. L
ook
for
and
mak
e us
e of
str
uctu
re.
o
8. L
ook
for
and
expr
ess
regu
lari
ty in
rep
eate
d re
ason
ing.
Colle
ct,organize,displayda
taonreal-w
orldphe
nomen
a;ana
lyzedatato
iden
tifypatterns;usepatternstom
akepred
iciton
s;com
mun
icateclea
rly
usingmathe
maticalterminology.
Everysevenwee
ksstude
ntsworkingroup
soffou
rtom
easurethe
heightofeachothe
rusingtape
mea
suresaffix
edtotheclassroo
mwalls.By
mid-M
ay,theclassha
sob
tained
six
heightm
easures.The
n,stude
ntscrea
teasim
plegrap
h(heightinin
chesplotted
against
themon
thsofthe
schoo
lyea
r)and
plottheda
ta.Usingrulers,the
yconn
ectthedo
tsto
see“riseoverrun
”(avisua
lrep
resentationofthe
irgrowthovertime).Th
echartpa
pers
arepo
sted
throu
ghou
ttheroom
,an
dthestud
entscirculatein
agallerywalktoviewthe
chan
gesinheightsofthevariou
sgrou
ps.
Stud
entsthe
nan
alyzetheda
tatoan
swerguidingque
stions:“Inwha
tmon
thsdidwegrow
themostthisyea
r?”“Isthereadifferen
cebetwee
nho
wboysan
dgirlsha
vegrownin
second
grade
?”“How
doe
sou
rclassgrow
thcom
paretothatin
the
othersecon
dgrad
es?”
“Wha
tcanwepred
ictforne
xtyea
r’ssecond
grade
rsabo
uthow
the
ywillgrowbased
on
ourda
ta?”Stude
ntsarethen
workinthe
irgroup
stodevelop
apresentationforthe
curren
t2n
dgrad
erstopredicthow
muchtheywillgrowin
3rdgrade
.
4 4
4
Gra
de 3
:
o o o o o o o o o o o4
Con
tent
Sta
ndar
ds
TR
AN
SFE
R G
OA
L(S
)
Stu
dent
s w
ill b
e ab
le to
inde
pend
entl
y us
e th
eir
lear
ning
to...
PE
RF
OR
MA
NC
E T
ASK
Ide
as
Unp
acki
ng S
tand
ards
– “
Mat
rix”
Met
hod
Pro
cess
Sta
ndar
ds
© Wiggins & McTighe 2012 page 46
Unpacking Standards Worksheets
Stan
dard
s fo
r M
athe
mat
ical
Pra
ctic
e:
o 1
. Mak
e se
nse
of p
robl
ems
and
pers
ever
e in
sol
ving
them
.o
2.
Rea
son
abst
ract
ly a
nd q
uant
itativ
ely.
o
3. C
onst
ruct
via
ble
argu
men
ts a
nd c
ritiq
ue th
e re
ason
ing
of o
ther
s.o
4.
Mod
el w
ith m
athe
mat
ics.
o
5. U
se a
ppro
pria
te to
ols
stra
tegi
cally
.o
6.
Atte
nd to
pre
cisi
on.
o
7. L
ook
for
and
mak
e us
e of
str
uctu
re.
o
8. L
ook
for
and
expr
ess
regu
lari
ty in
rep
eate
d re
ason
ing.
applymathe
maticalrea
soningtosolveprob
lemsinvolvingratio.
Aform
erNBA
legend
,Hoo
psMcG
inty,ha
spled
gedmon
eytothe
localscien
cem
useu
mforanexhibiton
oursolarsystem.Hepled
ges
themon
eyund
erone
con
dition
:tha
taregulation
NBA
baske
tballb
eused
torepresen
tsomeaspe
ctofthescaledisplayan
dthatother
NBA
-related
sha
pesan
dsizesbe
used(e.g.,abaske
tballb
eused
to
represen
taplan
etormon
).The
buildingflo
orspa
ceis300by800feet.
Asdesigne
r,how
doyouprop
osethatthe
mainexhibitha
llwitha
mod
elofthesolarsystem
bebu
ilttoscale?P
repa
readiagram
with
accuratem
easuremen
tsdrawntoscale.Show
you
rworksotha
tHoo
ps
willapp
roveand
selectyourdesign.
4 4
4 o Und
erstan
dratioconcep
tsand
useratio
reason
ingtosolveproblem
s.
o Ap
plyan
dextend
previou
sun
derstand
-ingsofmultiplicationan
ddivision
to
divide
fractionsbyfraction
s.
o Co
mpu
teflue
ntlywithmulti-digit
numbe
rsand
find
com
mon
factorsand
multiples.
o App
lyand
exten
dpreviousund
erstan
d-ingsofnu
mbe
rstothesystem
ofration
alnu
mbe
rs.
o App
lyand
exten
dpreviousund
erstan
d-ingsofarithm
etictoalgebraicexpression
s.
o Re
ason
abo
utand
solveone
-variable
equa
tion
san
dineq
ualities.
o Re
presen
tan
dan
alyzequ
antitativerela-
tion
shipsbe
twee
nde
pend
entan
dinde
pen-
dentvariables.
o Solvereal-w
orldand
mathe
matical
prob
lemsinvolvingarea
,surfacearea
,
andvolume.
o Develop
und
erstan
dingofstatistical
variab
ility.
o Summarizean
dde
scribe
distributions.
4 4
4G
rade
6:
Com
mon
Cor
e St
ate
Stan
dard
s
Mat
hem
atic
s
Con
tent
Sta
ndar
ds
TR
AN
SFE
R G
OA
L(S
)
Stu
dent
s w
ill b
e ab
le to
inde
pend
entl
y us
e th
eir
lear
ning
to...
PE
RF
OR
MA
NC
E T
ASK
Ide
as
Unp
acki
ng S
tand
ards
– “
Mat
rix”
Met
hod
Pro
cess
Sta
ndar
ds
© Wiggins & McTighe 2012 page 47
Unpacking Standards Worksheets
A
Fra
mew
ork
for
K-1
2 Sc
ienc
e
Edu
cati
on:
Pra
ctic
es, C
ross
cutt
ing
Con
cept
s, a
nd C
ore
Idea
s Sc
ienc
e
Hig
h Sc
hool
Bio
logy
Cor
e C
once
pts
of S
cien
ce a
nd E
ngin
eeri
ng
1
. Pat
tern
s. O
bser
ved
patte
rns
of f
orm
s an
d ev
ents
gu
ide
orga
niza
tion
and
clas
sific
atio
n, a
nd th
ey p
rom
pt
ques
tions
abo
ut r
elat
ions
hips
and
the
fact
ors
that
influ
-en
ce th
em.
2. C
ause
and
eff
ect.
Mec
hani
sm a
nd e
xpla
na-
tion.
Eve
nts
have
cau
ses,
som
etim
es s
impl
e, s
omet
imes
m
ultif
acet
ed. A
maj
or a
ctiv
ity o
f sc
ienc
e is
inve
stig
atin
g an
d ex
plai
ning
cau
sal r
elat
ions
hips
and
the
mec
hani
sms
by w
hich
they
are
med
iate
d. S
uch
mec
hani
sms
can
then
be
test
ed a
cros
s gi
ven
cont
exts
and
use
d to
pre
dict
and
ex
plai
n ev
ents
in n
ew c
onte
xts.
3. S
cale
, pro
port
ion,
and
qua
ntit
y. I
n co
nsid
erin
g ph
enom
ena,
it is
cri
tical
to r
ecog
nize
wha
t is
rele
vant
at
dif
fere
nt m
easu
res
of s
ize,
tim
e, a
nd e
nerg
y an
d to
re
cogn
ize
how
cha
nges
in s
cale
, pro
port
ion,
or
quan
tity
affe
ct a
sys
tem
’s s
truc
ture
or
perf
orm
ance
.
4
. Sys
tem
s an
d sy
stem
mod
els.
Defi
ning
the
syst
em u
nder
stu
dy –
spe
cify
ing
its b
ound
arie
s an
d m
akin
g ex
plic
it a
mod
el o
f th
at s
yste
m –
pro
vide
s to
ols
for
unde
rsta
ndin
g an
d te
stin
g id
eas
that
are
app
licab
le
thro
ugho
ut s
cien
ce a
nd e
ngin
eeri
ng.
5. E
nerg
y an
d m
atte
r. F
low
s, c
ycle
s, a
nd c
on-
serv
atio
n. T
rack
ing
fluxe
s of
ene
rgy
and
mat
ter
into
, ou
t of,
and
with
in s
yste
ms
help
s on
e un
ders
tand
the
syst
ems’
pos
sibi
litie
s an
d lim
itatio
ns.
6. S
truc
ture
and
fun
ctio
n. T
he w
ay in
whi
ch
an o
bjec
t or
livin
g th
ing
is s
hape
d an
d its
sub
stru
ctur
e de
term
ine
man
y of
its
prop
ertie
s an
d fu
nctio
ns.
7. S
tabi
lity
and
chan
ge. F
or n
atur
al a
nd b
uilt
syst
ems
alik
e, c
ondi
tions
of
stab
ility
and
det
erm
inan
ts
of r
ates
of
chan
ge o
r ev
olut
ion
of th
e sy
stem
are
cri
tical
el
emen
ts o
f st
udy.
o
1. A
skin
g qu
estio
ns (
for
scie
nce)
and
defi
ning
pro
blem
s (f
or e
ngin
eeri
ng)
o
2. D
evel
opin
g an
d us
ing
mod
els
o
3. P
lann
ing
and
carr
ying
out
inve
stig
atio
nso
4.
Ana
lyzi
ng a
nd in
terp
retin
g da
tao
5.
Usi
ng m
athe
mat
ics,
info
rmat
ion
and
com
pute
r te
chno
logy
, and
com
puta
tiona
l thi
nkin
go
6.
Con
stru
ctin
g ex
plan
atio
ns (
for
scie
nce)
and
des
igni
ng s
olut
ions
(fo
r en
gine
erin
g)o
7.
Eng
agin
g in
arg
umen
t fro
m e
vide
nce
o
8. O
btai
ning
, eva
luat
ing,
and
com
mun
icat
ing
info
rmat
ion
Designan
dcond
uctascientificinvestigationan
dcommun
icateresultsforaself-
gene
ratedhypo
thesis.
Task
1–H
ow d
oes
exer
cise
aff
ect
the
puls
e ra
te?
Designan
dcond
uctan
investigationthatcom
paresno
rmalpulseratetocha
ngescau
sedby
two
selected
physicala
ctivities(e.g.,jogging,sw
imming,push-up
s,squ
ats)fordesigna
tedintervals.
Prep
arearepo
rtin
clud
ing:
•an
exp
lana
tion
ofho
meo
stasis,oxygen
/carbo
ndioxidefeed
backlo
op,effectofpu
lserate
•an
interpretation
oftheresults
Answ
erthe
seque
stionsin
you
rrepo
rt–H
ow d
id t
he p
ulse
rat
es d
urin
g ex
erci
se c
ompa
re t
o th
e no
rmal
(re
stin
g) p
ulse
rat
e? H
ow d
o CO
2 an
d O
2 le
vels
eff
ect
the
hear
t ra
te?
How
doe
s th
e he
art
rate
eff
ect
puls
e ra
te?
How
doe
s th
is a
ffec
t ho
meo
stas
is?
Is t
he r
espi
rato
ry r
ate
also
af-
fect
ed?
•
How
can
you
r de
sign
be
impr
oved
?
Task
2–Designan
dconstructascientificexpe
rimen
ttotestwhichoffourantacidswou
ldbethe
mosteffectiveforne
utraliz
ingacid.Prep
area(new
sarticle,pod
cast,PowerPointslid
eshow
,An
imotoan
imation)tocommun
icateyourfind
ingstothegene
ralp
ublic
.
4 4
*Sou
rce:
pal
s.sr
i.com
Scie
ntifi
c an
d E
ngin
eeri
ng P
ract
ices
:
4 4 4
Con
tent
Sta
ndar
ds
TR
AN
SFE
R G
OA
L(S
)
Stu
dent
s w
ill b
e ab
le to
inde
pend
entl
y us
e th
eir
lear
ning
to...
PE
RF
OR
MA
NC
E T
ASK
Ide
as
Unp
acki
ng S
tand
ards
– “
Mat
rix”
Met
hod
Pro
cess
Sta
ndar
ds
© Wiggins & McTighe 2012 page 48
Unpacking Standards Worksheets
O
Cra
ftin
g hi
stor
ical
arg
umen
ts f
rom
his
tori
cal e
vide
nce
O
His
tori
cal a
rgum
enta
tion
O A
ppro
pria
te u
se o
f re
leva
nt h
isto
rica
l evi
denc
e
O
Chr
onol
ogic
al r
easo
ning
O
H
isto
rica
l cau
satio
n O
Pa
ttern
s of
con
tinui
ty a
nd c
hang
e ov
er ti
me
m P
erio
diza
tion
O
Com
pari
son
and
cont
extu
aliz
atio
n
O C
ompa
riso
n
O
Con
text
ualiz
atio
n
O H
isto
rica
l int
erpr
etat
ion
and
synt
hesi
s
O I
nter
pret
atio
n
O
Synt
hesi
s
The
Col
lege
Boa
rdA
dvan
ced
Pla
cem
ent
Pro
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me
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nter
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ettle
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evel
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cien
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chno
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he a
rts
and
arch
itect
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me
3: S
tate
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xpan
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and
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truc
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pire
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lism
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l, tr
ansr
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nal,
and
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al s
truc
-tu
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orga
niza
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me
4: C
reat
ion,
exp
ansi
on a
nd in
tera
ctio
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icul
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rade
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or s
yste
ms
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ndus
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apita
lism
and
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hem
e 5:
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elop
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sfor
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of
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al s
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ily a
nd k
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ial a
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ial a
nd e
cono
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cla
sses
Useprimaryan
dsecond
arysourcestoprodu
ceaninform
edexp
lana
tion
of
wha
tha
ppen
ed,
why
ithap
pene
d,and
how
itim
pacted
the
future.
Considerthisqu
estion
s–
How
did
the
coe
rciv
e la
bor
syst
ems
in t
he A
mer
icas
im
pact
the
eco
nom
ic g
row
th a
nd c
ultu
ral
patt
erns
of
both
Afr
ica
and
the
Am
eric
as?
In1998,UNESCO
decreed
tha
tAu
gust23rdisthe
“Internationa
lDayforthe
Re
mem
bran
ceoftheSlaveTrad
ean
ditsAb
olition.”Th
efocusofthisyear’s
remem
bran
ceishow
econo
myshap
espub
licbeh
avior.Prepa
reakeyno
te
addressthatdescribeshow
coe
rcivelabo
rsystem
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pacted
Africaan
dthe
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omicallyand
culturally.Be
suretocon
side
ralternate
pointsofview
inyou
rad
dressasthe
rearesom
earea
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gsthistorians.
444
4 4 4
His
tori
cal T
hink
ing
Skill
s:
© 2012 Jay McTighe and Grant Wiggins 49
Understanding-based Curriculum
Teaching and Learning for Understanding
Transferlearning to new
situations
Make Meaning of “big ideas”(key principles and processes)
Acquire important knowledge and skills
What does it mean to teach and learn for understanding? We have found it useful to consider this question by examining three distinct, yet interrelated, learning goals: 1) acquisition of new information and skill, 2) making meaning of that content (i.e., coming to understand), and 3) transfer of one’s knowledge (i.e., apply-ing one’s learning to new situations). These three categories link directly to elements identified in Understanding by Design. In Stage 1 teachers specify the knowledge and skill that they intend students to acquire. They also decide upon the “big ideas” they want students to come to understand and develop essential questions to help students make meaning of those ideas. In Stage 2, teachers develop performance tasks requiring transfer as evidence that students understand and can apply their knowledge in authentic contexts.
© 2012 Jay McTighe and Grant Wiggins 50
Understanding-based Curriculum
What is Fair?Who won this year’s 7th grade race around the campus?Every year at Birdsong Middle School, there is an all-class race. Below are the results for the 7th grade (which is made up of four different classes). But there is a problem: no one agrees on who won! One person thinks Class C should win the trophy because they had the 1st runner overall in the race. Another person thinks Class D should win because they had 3 runners come in under 10th place. A third person says: just find the average. But a 4th person said: wait a minute – Class C had more students in their class than Class D. Averages won’t be fair! A 5th person says: use the scoring system in Cross Country – just add up the place of finish of the top 5 finishers in each class and the lowest total wins. A 6th person says – unfair! Some classes did well in the first few runners but poorly in the middle! Why should they win? Now, everyone is confused and arguing.
What is the fairest way to determine the winner? Which class should win the trophy? Your group, well-known in the school as a group of expert mathematicians (and respected for your sense of fairness) is being consulted as to who should win the trophy. What will you recommend and why?
Class rank Class A Class B Class C Class D 1 4 6 1 2 2 9 7 3 5 3 11 10 14 8 4 12 13 18 15 5 20 16 19 17 6 21 22 23 31 7 25 24 28 33 8 26 27 30 36 9 29 34 32 37 10 35 39 41 38 11 43 40 44 46 12 45 42 47 51 13 49 48 50 55 14 54 52 56 57 15 61 53 60 58 16 65 62 63 59 17 69 66 64 67 18 70 72 68 19 71 73 20 74
Notes on the chart:• The numbers in the chart, from 1 to 74 represent the place of finish of that runner. So, the overall race winner was from Class C, the number two runner overall was in Class D, etc.• Class rank refers to the rank of finish place in that class, not the overall race. So, the first runner in class A was 4th overall in the race, the 2nd best runner in class A came in 9th overall, etc.• The blanks reflect the fact that each of the 4 classes has a different number of students.
© 2012 Jay McTighe and Grant Wiggins 51
Understanding-based Curriculum
A = acquiring basic knowledge and skills M = making meaning T = transfer
Mathematics Unit on Measures of Central Tendency
Essential Question: What is fair - and how can mathematics help us answer the question?
1. Introduce and discuss the essential question, first part - What is “fair”? What is “unfair’? M
2. Introduce the 7th grade race problem. Which of the 7th-grade classes won the race? What is a fair way to decide? Small-group inquiry, followed by class discussion of answers. M
3. Teacher informs students about the mathematical connections derived from the problem analysis, and lays out the unit and its culminating transfer task. A
4. In small-group jigsaw, students share their answers to the INQUIRY sheet, then return to their team to generalize from all the small-group work. Discuss other examples related to the concept of “fairness” such as the following. M - What is a fair way to rank many teams when they do not all play each other? - What is a fair way to split up limited food among hungry people of very different sizes? - When is it ‘fair’ to use majority vote and when is it not fair? What might be fairer? - Is it fair to have apportioned Representatives based on a state’s population, yet have two Senators from each state irrespective of their size? What might be fairer? - What are fair and unfair ways of representing how much money the “average” worker earns, for purposes of making government policy?
5. Teacher connects the discussion to the next section in the textbook - measures of central tendency (mean, median, mode, range, standard deviation). A
6. Students practice calculating each type of measure. A
7. Teacher gives quiz on mean, median, mode from textbook. A
8. Teacher leads a review and discussion of the quiz results. A M
9. Group task worked on in class: What is the fairest possible grading system for schools to use? M T10. Individuals and small teams present their grading policy recommendations and reasons. M T 11. Culminating transfer task: Each student determines which measure (mean, median or mode) should be used to calculate their grade for the marking period and writes a note to the teacher show-ing their calculations and explaining their choice. T
12. Students write a reflection on the essential question and their learnings as a result of the unit. M
Coding a Learning Plan Using A - M - T
© 2012 Jay McTighe and Grant Wiggins 52
Understanding-based Curriculum
UNITED STATES SOCCER FEDERATION
USSOCCER.COM62
Our challenge is to develop players that are:• Technically Gifted• Tactically Sound• Composed• Creative• Risk Takers• “Own the Game” and are focused on solving the problems that the game presents, instead of
primarily thinking about coach imposed solutions to the game
EVOLVING COACHES –> EVOLVING PLAYERSIn order to affect change on the players a shift in coaching methodology may need to take place.The development of creative, intuitive players is greatly impacted by coaching style anddemands.
When conducting training sessions, there needs to be a greater reliance on game orientedtraining that is player centered and enables players to explore and arrive at solutions while theyplay. This is in contrast to the “coach centered” training that has been the mainstay of coachingmethodology over the years.
GAME CENTERED TRAINING DEFINED“Game centered training” implies that the primary training environment is the game as opposedto training players in “drill” type environments. This is not to say that there is not a time for amore “direct” approach to coaching. At times, players need more guidance and direction as theyare developing. However, if the goal is to develop creative players who have the abilities tosolve problems, and interpret game situations by themselves, a “guided discovery” approachneeds to be employed.
This approach taps in to certain essentials that are always present within the team. Players wantto play and enjoy playing the game first and foremost. Since the “game” is used in training, thisallows for players to be comfortable with the pace, duration, and physical and mental demandsthat the game provides. The reason why the players play is because they enjoy the game. Theyhave a passion for the game. This is where they find and express their joy and creativity.
Games vs. Drills: a comparison
GAME• This is what the players actually face during competition. It is 100% realistic.• Therefore, the players are more competent at transferring what they have learned in training to
the game itself.• Game Experience = 100% of Training Time
© 2012 Jay McTighe and Grant Wiggins 53
Understanding-based Curriculum
AC
QU
IRE
MA
KE
ME
AN
ING
TR
AN
SFE
R
Thi
s go
al s
eeks
to h
elp
lear
ners
acq
uire
fac
tual
in
form
atio
n an
d ba
sic
skill
s.
Thi
s go
al s
eeks
to h
elp
stud
ents
co
nstr
uct m
eani
ng (
i.e.,
com
e to
an
unde
rsta
ndin
g) o
f im
port
ant i
deas
an
d pr
oces
ses.
Thi
s go
al s
eeks
to s
uppo
rt
the
lear
ner’
s ab
ility
to
tran
sfer
thei
r le
arni
ng
auto
nom
ousl
y an
d ef
fect
-iv
ely
in n
ew s
ituat
ions
.
Thr
ee I
nter
rela
ted
Lea
rnin
g G
oals
→
Teac
her
Rol
e/In
stru
ctio
nal
Stra
tegi
es
Not
e: L
ike
the
abov
e le
arni
ng g
oals
, the
se
thre
e te
achi
ng r
oles
(a
nd th
eir
asso
ciat
ed
met
hods
) w
ork
toge
th-
er in
pur
suit
of i
dent
i-fie
d le
arni
ng r
esul
ts.
Dir
ect I
nstr
uctio
nIn
this
rol
e, th
e te
ache
r’s
pri-
mar
y ro
le is
to in
form
the
lear
n-er
s th
roug
h ex
plic
it in
stru
ctio
n in
targ
eted
kno
wle
dge
and
skill
s;
diff
eren
tiatin
g as
nee
ded.
St
rate
gies
incl
ude:
m
dia
gnos
tic a
sses
smen
t
m
lect
ure
m
adv
ance
d or
gani
zers
m
gra
phic
org
aniz
ers
m
que
stio
ning
(co
nver
gent
)
m
dem
onst
ratio
n/m
odel
ing
m
pro
cess
gui
des
m
gui
ded
prac
tice
m
fee
dbac
k, c
orre
ctio
ns,
m
dif
fere
ntia
tion
Faci
litat
ive
Teac
hing
Teac
hers
in th
is r
ole
enga
ge th
e le
arne
rs in
ac
tivel
y pr
oces
sing
info
rmat
ion
and
guid
e th
eir
inqu
iry
into
com
plex
pro
blem
s, te
xts,
pr
ojec
ts, c
ases
, or
sim
ulat
ions
; dif
fere
ntia
ting
as n
eede
d.
St
rate
gies
incl
ude:
m
dia
gnos
tic a
sses
smen
t
m
usi
ng a
nalo
gies
m
gra
phic
org
aniz
ers
m
que
stio
ning
(di
verg
ent)
& p
robi
ng
m
con
cept
atta
inm
ent
m
inqu
iry-
orie
nted
app
roac
hes
m
Pro
blem
-Bas
ed L
earn
ing
m
Soc
ratic
Sem
inar
m
Rec
ipro
cal T
each
ing
m
for
mat
ive
(on-
goin
g) a
sses
smen
ts
m
und
erst
andi
ng n
oteb
ook
m
fee
dbac
k/ c
orre
ctio
ns
m
ret
hink
ing
and
refle
ctio
n pr
ompt
s
m
dif
fere
ntia
ted
inst
ruct
ion
Coa
chin
gIn
a c
oach
ing
role
, tea
cher
s es
tabl
ish
clea
r pe
rfor
man
ce
goal
s, s
uper
vise
on-
goin
g op
port
uniti
es to
per
form
(i
ndep
ende
nt p
ract
ice)
in
incr
easi
ngly
com
plex
situ
atio
ns,
prov
ide
mod
els
and
give
on-
goin
g fe
edba
ck (
as p
erso
naliz
ed
as p
ossi
ble)
. The
y al
so p
rovi
de
“jus
t in
time
teac
hing
” (d
irec
t in
stru
ctio
n) w
hen
need
ed.
St
rate
gies
incl
ude:
m
on-
goin
g as
sess
men
t,
m
pro
vidi
ng s
peci
fic
f
eedb
ack
in th
e co
ntex
t
o
f au
then
tic a
pplic
atio
n
m
con
fere
ncin
g
m
pro
mpt
ing
self
ass
ess-
m
ent a
nd r
eflec
tion
Lea
rnin
g G
oals
and
Tea
chin
g R
oles
Not
e: T
hese
thre
e go
als
are
of
cour
se in
terr
elat
ed. H
owev
er,
ther
e is
mer
it in
dis
ting
uish
-in
g th
em to
sha
rpen
and
focu
s te
achi
ng a
nd a
sses
smen
t.
© 2012 Jay McTighe and Grant Wiggins 54
Understanding-based Curriculum
Teaching and Assessing for Understanding – Observable Classroom Indicators
To what extent are...
1. Instruction and assessment focused on “big ideas” and essential questions based on established standards/outcomes?
2. Essential questions posted and revisited throughout a unit?
3. Pre-assessments used to check students’ prior knowledge and potential misconceptions regarding new topics of study?
4. Opening ”hooks” used to engage students in exploring the big ideas and essential questions?
5. Students’ understanding of the “big ideas” and core processes assessed through authentic tasks involving one or more of the six facets?
6. Evaluations of student products/performances based upon known criteria/rubrics, performance standards, and models (exemplars)?
7. Appropriate instructional strategies used to help learners’ acquire knowledge and skills, make meaning of the big ideas, and transfer their learning?
8. Students given regular opportunities to rethink, revise and reflect on their work based on feedback from on-going (formative) assessments?
9. The students expected to self-asses/ reflect on their work/learn-ing and set goals for improvement?
10. Other: _____________________________________
4 3 2 1
4 3 2 1
4 3 2 1
4 3 2 1
4 3 2 1
4 3 2 1
4 3 2 1
4 3 2 1
4 3 2 1
4 3 2 1
© 2012 Jay McTighe and Grant Wiggins 55
Understanding-based Curriculum
Policies,Structures,Governance
Resource Allocation
Personnel – Hiring,Appraisal, Development
Instructional Programs and Practices
Curriculum and Assessment System
Mission and Philosophy
LearningPrinciples
Use
Back
ward D
esig
nA
pply Strategic Principles
Schooling by Design – Key Elements
© 2012 Jay McTighe and Grant Wiggins 56
Understanding-based Curriculum
Prog
ram
sC
ours
esU
nits
Mathe-matics
ScienceArts History World Languages
P. E./Health
TechnologyEd.
Language Arts
Mission and Long-Term Transfer Goals
Content Standards
Overarching Understandings
Course 6
Course 1Course 2Course 3
Course 4Course 5
Course 12
Course 7Course 8Course 9
Course 10Course 11
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Curriculum Design: Macro and Micro Views
U Q
T OE
Understandings
Essential Questions
CornerstoneTasks
OverarchingEssential Questions
recurringtasks
© 2012 Jay McTighe and Grant Wiggins 57
Understanding-based Curriculum
The pressures of high-stakes accountability testing have led many schools and districts to encourage their teachers to engage in “test prep” instruction, especially in the tested grades and subject areas. Additionally, there has been an increase in the use of “interim” or benchmark assessments that mimic the state tests. While these practices may have their place, they typically focus on decontextualized content knowledge and skills at the expense of more relevant and engaging learning. As a counter-balance to “test prep” teaching and “practice” testing, Grant Wiggins and I have argued for the inclusion of more robust and authentic tasks as part of a local curriculum and assessment system. We refer to these as “cornerstone” tasks. The Cornerstones are curriculum-embedded tasks that are intended to engage students in applying their knowledge and skills in an authentic context. Like a cornerstone anchors a building, these tasks are meant to anchor the curriculum around the most important performances that we want learners to be able to do (on their own) with acquired content knowledge and skills. They honor the intent of the Standards, within and across subject areas, instead of emphasizing only the tested (a.k.a. “eligible”) content. Moreover, they support effective instructional practices that engage learners in “meaning making” and transfer. More specifically, Cornerstone tasks: • are curriculum embedded (as opposed to externally imposed); • recur across the grades, becoming increasingly sophisticated over time; • establish authentic contexts for performance; • call for understanding and transfer via genuine performance; • may be used as rich learning activities or assessments; • integrate 21st century skills (e.g., critical thinking, technology use, teamwork) with subject area content; • evaluate performance with established rubrics; • engage students in meaningful learning while encouraging the best teaching; • provide content for student portfolios so that they graduate with a resume of demonstrated accomplishments rather than simply a transcript of courses taken.
Cornerstone Tasks
© 2012 Jay McTighe and Grant Wiggins 58
Understanding-based Curriculum
G
RA
DE
Exp
osit
ory
P
ersu
asiv
e
Lit
erar
y A
naly
sis
C
reat
ive/
Exp
ress
ive
G
rade
6
R
esea
rch
Po
sitio
n
Lite
rary
ess
ay o
n
Ori
gina
l myt
h
re
port
pape
r
se
tting
or
confl
ict
G
rade
7
A
utob
iogr
aphy
Po
licy
L
itera
ry e
ssay
on
Pe
rson
a
eval
uatio
n
char
acte
r
w
ritin
g
G
rade
8
R
esea
rch
Pr
oble
m/
L
itera
ry e
ssay
on
N
arra
tive
repo
rt
so
lutio
n es
say
sym
bolis
m
fictio
n
G
rade
9
C
ause
/eff
ect
Edi
tori
al
A
naly
sis
of m
ultip
le
Poet
ry
es
say
lit
erar
y el
emen
ts
G
rade
10
R
esea
rch
So
cial
issu
e
Cri
tical
Len
s
His
tori
cal
repo
rt
es
say
essa
y
Pers
ona
G
rade
11
D
efini
tion
A
rgum
enta
tive
Com
para
tive
genr
e
Paro
dy/s
atir
e
es
say
essa
y
es
say
G
rade
12
R
esea
rch
Po
sitio
n
Res
pons
e to
Iron
y
pa
per
pape
r
lit
erar
y cr
itics
m
Cor
ners
tone
Ass
essm
ents
in W
riti
ng (
6-12
) G
RE
EC
E C
EN
TR
AL
SC
HO
OL
DIS
TR
ICT,
NY
© 2012 Jay McTighe and Grant Wiggins 59
Understanding-based Curriculum
Mathematical Modeling
Grade2/3 Everysevenweeksstudentsworkingroupsoffourtomeasuretheheightofeachotherusingtapemeasuresaffixedtotheclassroomwalls.Bymid-May,theclasshasob-tainedsixheightmeasures.Then,studentscreateasimplegraph(heightininchesplottedagainstthemonthsoftheschoolyear)andplotthedata.Usingrulers,theyconnectthedotstosee“riseoverrun”(avisualrepresentationoftheirgrowthovertime).Thechartpapersarepostedthroughouttheroom,andthestudentscirculateinagallerywalktoviewthechangesinheightsofthevariousgroups.Studentsthenanalyzethedatatoanswerguidingquestions:“Inwhatmonthsdidwegrowthemostthisyear?”“Isthereadifferencebetweenhowboysandgirlshavegrowninsecondgrade?”“Howdoesourclassgrowthcomparetothatintheothersecondgrades?”“Whatcanwepredictfornextyear’ssecondgradersabouthowtheywillgrowbasedonourdata?”Studentsarethenworkintheirgroupstodevelopapresentationforthecurrent1st/2ndgraderstopredicthowmuchtheywillgrownextschoolyear.
MiddleSchool AformerNBAlegend,HoopsMcGinty,haspledgedmoneytothelocalsciencemuseumforanexhibitonoursolarsystem.Hepledgesthemoneyunderonecondition:thataregulationNBAbasketballbeusedtorepresentsomeaspectofthescaledisplayandthatotherNBA-relatedshapesandsizesbeused(e.g.,abasketballbeusedtorepresentaplanetormoon).Thebuildingfloorspaceis300by800feet. Yourjobistocreateamodelofthesolarsystemthatisbuilttoscaletofitwithinthisspace.Prepareadiagramwithaccuratemeasurementsdrawntoscale.ShowyourworksothatHoopswillapproveandfundyourdesign.
HighSchool Createamathematicalmodelinorderto: •recommendthemostcosteffectivecellphonecontractwhileconsidering differentvariables(e.g.,typeofcellphone,lengthofcontract,calling/data amounts). •comparehomemortgageoptionsforvariedpurchaseprices,downpayments, interestrateplans,andlengthofterm(includingvariablerates). •predictfutureOlympiceventwinningtimes(e.g.,men’sandwomen’s marathon). •
Cornerstone Assessments – Examples of Recurring Tasks
© 2012 Jay McTighe and Grant Wiggins 60
Understanding-based Curriculum
The Literacy Design Collaborative Task Templates
Funded through the Bill and Melinda Gates Foundation, the Literacy Design Collaborative (LDC) has developed a set of Modules designed to support the integration of the Common Core Standards (6-12) in English/ Language Arts with core content in Science, Social Studies and Technical areas. Each Module consists of a task and associated instructional procedures intended to provide a rigor-ous, authentic classroom experience for students at the secondary level.
The Tasks require students to read, analyze, and comprehend written materials and then write cogent arguments, explanations, or narratives in the subjects they are studying. A key feature of the LDC’s work is a set of generic Task Templates -- fill-in-the-blank “shells” that allow teachers to design their own tasks.
Here are several samples:
Argumentation Task TemplateAfter researching ________ (informational texts) on ________ (content topic or issue), write a/an ________ (essay or substitute) that argues your position on ________ (topic, issue, essential ques-tion). Support your position with evidence from research. Be sure to acknowledge competing views. Give examples from from past or current events issues to illustrate and clarify your position.
Social Studies Example: After researching academic articles on censorship, write a/an blog or editorial that argues your position on the use of filters the use of Internet filters by schools. Support your position with evidence from research. Be sure to acknowledge competing views.
ELA Example: What makes something something funny? After reading selections from Mark Twain and Dave Barry, write a review that compares their their humor and argues which type of humor works for a contemporary audience and why. Be sure to support your position with evidence from the texts.. Be sure to support your position with evidence from the texts.
Informational or Explanatory Task Template
[Insert question] After reading ________ (literature or informational texts), write a/an __________ (essay, report, article, or substitute) that defines and explains (term or concept). Support your discus-sion with evidence from the text(s). What ________ (conclusions or implications) can you draw?
Social Studies Example: What did the authors of the American Constitution mean by “rights”? After reading the Bill of Rights, write an essay that defines “rights” and explains “rights” as the authors use it in this foundational document. Support your discussion with evidence from the text. What implications implications can you draw?
© 2012 Jay McTighe and Grant Wiggins 61
Understanding-based Curriculum
Social Studies
UpperElementary/MiddleSchool Youhaveanideathatyoubelievewillmakeyourschoolbetter,andyouwanttoconvinceschoolleadersthattheyshouldactonyouridea.Identifyyouraudience(e.g.,principal,PTSABoard,students)and: •Describeyouridea. •Explainwhy&howitwillimprovetheschool. •Developaplanforactingonyouridea. Yourideaandplancanbecommunicatedtoyourtargetaudienceinaletter,e-mail,orpresentation.
HighSchool Afterinvestigatingacurrentpoliticalissue,prepareapositionpaper/presenta-tionforapublicpolicymaker(e.g.,Congressperson)orgroup(e.g.,schoolboard,legislativecommittee).Assumethatthepolicymakerorgroupisopposedtoyourposition.Yourpositionstatementshouldprovideananalysisoftheissue,consideroptions,presentyourposition,rebutopposingpositions,andattempttopersuadethepublicpolicymakerorgrouptovoteaccordingly. Yourpositioncanbecommunicatedinawrittenreport,viaawebblog,ordeliveredasapresentation.
Other:______________________________________________________________
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Cornerstone Assessments – Examples of Recurring Tasks
© 2012 Jay McTighe and Grant Wiggins 62
Understanding-based Curriculum
Science
UpperElementary ThePooperScooperKittyLitterCompanyclaimsthattheirlitteris40%moreabsorbentthanotherbrands. YouareaConsumerAdvocatesresearcherwhohasbeenaskedtoevaluatetheirclaim.Developaplanforconductingtheinvestigation.Yourplanshouldbespecificenoughsothatthelabinvestigatorscouldfollowittoevaluatetheclaim.
MiddleSchool Designandconductaninvestigationtoanswerthequestion,Howdoesexerciseaffectthepulserate?Comparenormalpulseratetochangescausedbytwoselectedphysicalactivities(e.g.,jogging,push-ups,squats,swimming)fordesignatedintervals. Prepareareporttoexplaintheresultstootherstudentsinanewsarticle,e-mail,graphic,orotherappropriatemedia..
HighSchool Designaninvestigationtoanswerthequestion,Howmuchdoesitcosttotakeashower? Identifythevariablesthatmustbeconsideredandthendevelopaplanforconductingtheinvestigation.Yourplanshouldbespecificenoughsothatotherinvestigatorscouldfollowitandanswerthequestion.
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Cornerstone Assessments – Examples of Recurring Tasks
© 2012 Jay McTighe and Grant Wiggins 63
Understanding-based Curriculum
Pro
blem
Sol
ving
Rea
soni
ng a
nd P
roof
Com
mun
icat
ions
Rep
rese
ntat
ion
4 E
xper
t
An
effic
ient
str
ateg
y is
cho
sen
and
prog
ress
tow
ards
a s
olut
ion
is
eval
uate
d. A
djus
tmen
ts in
str
at-
egy,
if n
eces
sary
, are
mad
e al
ong
the
way
, and
/ or
alte
rnat
ive
stra
t-eg
ies
are
cons
ider
ed. E
vide
nce
of
anal
yzin
g th
e si
tuat
ion
in m
athe
-m
atic
al te
rms,
and
ext
endi
ng p
rior
kn
owle
dge
is p
rese
nt.
A c
orre
ct a
nsw
er is
ach
ieve
d.
Ded
uctiv
e ar
gum
ents
are
us
ed to
just
ify
deci
sion
s an
d m
ay r
esul
t in
form
al p
roof
s.
Evi
denc
e is
use
d to
just
ify
and
supp
ort d
ecis
ions
mad
e an
d co
nclu
sion
s re
ache
d.
Thi
s m
ay le
ad to
gen
eral
izin
g an
d ex
tend
ing
the
solu
tion
to
othe
r ca
ses.
A s
ense
of
audi
ence
and
pur
-po
se is
com
mun
icat
ed.
Com
mun
icat
ion
of a
rgum
ent
is s
uppo
rted
by
mat
hem
atic
al
prop
ertie
s.Pr
ecis
e m
ath
lang
uage
and
sy
mbo
lic n
otat
ion
are
used
to
cons
olid
ate
mat
h th
inki
ng a
nd
to c
omm
unic
ate
idea
s.
Abs
trac
t or
sym
bolic
m
athe
mat
ical
rep
rese
nta-
tions
are
con
stru
cted
to
anal
yze
rela
tions
hips
, ex-
tend
thin
king
, and
cla
rify
or
inte
rpre
t phe
nom
enon
.
3 Pr
actit
ione
r
A c
orre
ct s
trat
egy
is c
hose
n ba
sed
on m
athe
mat
ical
situ
atio
n in
the
task
. Pla
nnin
g or
mon
itori
ng o
f st
rate
gy is
evi
dent
. Evi
denc
e of
so
lidif
ying
pri
or k
now
ledg
e an
d ap
plyi
ng it
to th
e pr
oble
m.
A c
orre
ct a
nsw
er is
ach
ieve
d.
Arg
umen
ts a
re c
onst
ruct
ed
with
ade
quat
e m
athe
mat
ical
ba
sis.
A s
yste
mat
ic a
ppro
ach
and/
or ju
stifi
catio
n of
cor
rect
re
ason
ing
is p
rese
nt. T
his
may
lead
to c
lari
ficat
ion
of
the
task
and
not
ing
patte
rns,
st
ruct
ures
and
reg
ular
ities
.
A s
ense
of
audi
ence
or
purp
ose
is c
omm
unic
ated
. and
/or
Com
mun
icat
ion
of a
n ap
-pr
oach
is e
vide
nt th
roug
h a
met
hodi
cal,
orga
nize
d, c
oher
-en
t seq
uenc
ed a
nd la
bele
d re
-sp
onse
. For
mal
mat
h la
ngua
ge
is u
sed
to s
hare
and
cla
rify
id
eas.
App
ropr
iate
and
acc
urat
e m
athe
mat
ical
rep
rese
nta-
tions
are
con
stru
cted
and
re
fined
to s
olve
pro
blem
s or
por
tray
sol
utio
ns.
2 A
ppre
ntic
e
A p
artia
lly c
orre
ct s
trat
egy
is
chos
en, o
r a
corr
ect s
trat
egy
for
only
sol
ving
par
t of
the
task
is
chos
en. E
vide
nce
of d
raw
ing
on s
ome
prev
ious
kno
wle
dge
is
pres
ent,
show
ing
som
e re
leva
nt
enga
gem
ent i
n th
e ta
sk.
Arg
umen
ts a
re m
ade
with
so
me
mat
hem
atic
al b
asis
.So
me
corr
ect r
easo
ning
or
just
ifica
tion
for
reas
onin
g is
pr
esen
t with
tria
l and
err
or, o
r un
syst
emat
ic tr
ying
of
seve
ral
case
s.
Som
e aw
aren
ess
of a
udie
nce
or p
urpo
se is
com
mun
icat
ed,
and
may
take
pla
ce in
the
form
of
par
aphr
asin
g of
the
task
. or
So
me
com
mun
icat
ion
of
an a
ppro
ach
is e
vide
nt th
roug
h ve
rbal
/wri
tten
acco
unts
and
ex
plan
atio
ns, u
se o
f di
agra
ms
or o
bjec
ts, w
ritin
g, a
nd u
sing
m
athe
mat
ical
sym
bols
.
An
atte
mpt
is m
ade
to
cons
truc
t mat
hem
atic
al
repr
esen
tatio
ns to
rec
ord
and
com
mun
icat
e pr
ob-
lem
sol
ving
, but
they
are
in
com
plet
e or
inap
pro-
pria
te.
1 N
ovic
e
No
stra
tegy
is c
hose
n, o
r a
stra
t-eg
y is
cho
sen
that
will
not
lead
to
a co
rrec
t sol
utio
n.
Arg
umen
ts a
re m
ade
with
no
mat
hem
atic
al b
asis
.N
o co
rrec
t rea
soni
ng n
or
just
ifica
tion
for
reas
onin
g is
pr
esen
t.
No
awar
enes
s of
aud
ienc
e or
pu
rpos
e is
com
mun
icat
ed.
or
Litt
le o
r no
com
mun
ica-
tion
of a
n ap
proa
ch is
evi
dent
or
Eve
ryda
y, f
amili
ar la
n-gu
age
is u
sed
to c
omm
unic
ate
idea
s.
No
atte
mpt
is m
ade
to
cons
truc
t mat
hem
atic
al
repr
esen
tatio
ns.
Sour
ce:
Exe
mpl
ars.
com
Com
mon
Rub
ric
for
Mat
hem
atic
al P
robl
em S
olvi
ng
© 2012 Jay McTighe and Grant Wiggins 64
Understanding-based Curriculum
Common Analytic Rubric for Persuasive Writing
2/3
/03
S
KIL
L
AR
EA
6
Resp
on
ses
at
this
lev
el:
5
Resp
on
ses
at
this
lev
el:
4
Resp
on
ses
at
this
lev
el:
3
Resp
on
ses
at
this
lev
el:
2
Resp
on
ses
at
this
lev
el:
1
Resp
on
ses
at
this
lev
el:
Mea
nin
g:
the e
xte
nt
to w
hic
h t
he w
riti
ng
exh
ibit
s so
un
d
un
der
stan
din
g,
anal
ysi
s, a
nd
exp
lan
atio
n,
of
the
wri
tin
g t
ask
an
d
tex
t(s)
• c
on
vey
an
accu
rate
an
d i
n-
dep
th u
nd
erst
and
ing
of
the
top
ic,
aud
ien
ce,
an
d p
urp
ose
for
the
wri
tin
g t
ask
• o
ffer
insi
gh
tfu
l an
d t
ho
rou
gh
anal
ysi
s an
d e
xp
lan
ati
on
in
sup
po
rt o
f th
e a
rgu
men
t o
r
po
siti
on
• c
on
vey
an
accu
rate
an
d
com
ple
te u
nd
erst
and
ing
of
the
top
ic,
aud
ien
ce,
an
d
pu
rpo
se f
or
the
wri
tin
g t
ask
• o
ffer
clea
r an
d e
xp
licit
anal
ysi
s an
d e
xp
lan
ati
on
in
sup
po
rt o
f th
e a
rgu
men
t o
r
po
siti
on
• c
on
vey
an
accu
rate
alth
ou
gh
so
mew
hat
basi
c
un
der
stan
din
g o
f th
e t
op
ic,
aud
ien
ce,
and
pu
rpo
se f
or
the
wri
tin
g t
ask
• o
ffer
part
ial
anal
ysi
s an
d
exp
lan
atio
n i
n s
up
po
rt o
f
the
arg
um
ent
or
po
siti
on
• c
on
vey
a p
artl
y a
ccu
rate
un
der
stan
din
g o
f th
e t
op
ic,
aud
ien
ce,
and
pu
rpo
se o
f
the
wri
tin
g t
ask
• o
ffer
lim
ited
an
aly
sis
or
sup
erfi
cial
ex
pla
nati
on
th
at
on
ly p
arti
all
y s
up
po
rt t
he
arg
um
ent
or
po
siti
on
• c
on
vey
a c
on
fuse
d o
r
larg
ely
in
accu
rate
un
der
stan
din
g o
f th
e t
op
ic,
aud
ien
ce,
and
pu
rpo
se f
or
the
wri
tin
g t
ask
• o
ffer
un
clear
an
aly
sis
or
un
war
ran
ted
ex
pla
nati
on
s
that
fai
l to
su
pp
ort
th
e
arg
um
ent
or
po
siti
on
• p
rov
ide n
o e
vid
ence
of
un
der
stan
din
g t
he
wri
tin
g t
ask
or
top
ic
• m
ake
inco
here
nt
exp
lan
atio
ns
that
do
no
t su
pp
ort
th
e
arg
um
ent
or
po
siti
on
Dev
elo
pm
ent:
th
e
exte
nt
to w
hic
h i
deas
are
elab
ora
ted
usi
ng
speci
fic
and
rel
evan
t
det
ail
s an
d/o
r
evid
ence
to
su
pp
ort
the
thesi
s
• s
up
po
rt t
he p
osi
tio
n c
learl
y
and
fu
lly
wit
h a
rgu
men
ts t
hat
effe
ctiv
ely
in
teg
rate
an
d
elab
ora
te o
n s
pec
ific
id
eas
and
tex
tual
ev
iden
ce
fro
m a
var
iety
of
sou
rces
• e
ffect
ivel
y a
nti
cip
ate
and
con
vin
cin
gly
refu
te o
pp
osi
ng
vie
w p
oin
ts
• s
up
po
rt t
he p
osi
tio
n
clea
rly
an
d c
on
sist
entl
y
wit
h a
rgu
men
ts t
hat
inco
rpo
rate
an
d e
xp
lain
idea
s an
d s
peci
fic
tex
tual
evid
ence
fro
m a
vari
ety
of
sou
rces
• a
nti
cip
ate
an
d s
om
ewh
at
con
vin
cin
gly
refu
te
op
po
sin
g v
iew
po
ints
• s
up
po
rt t
he p
osi
tio
n w
ith
arg
um
ents
th
at
use
id
eas
and
rel
evan
t te
xtu
al
evid
ence
fro
m a
vari
ety
of
sou
rces
• a
nti
cip
ate
an
d a
ttem
pt
to
refu
te o
pp
osi
ng
vie
wp
oin
ts a
t a
bas
ic l
evel
• s
up
po
rt t
he p
osi
tio
n
par
tiall
y,
usi
ng
so
me i
dea
s
and
tex
tual
evid
ence b
ut
wit
ho
ut
mu
ch e
lab
ora
tio
n
or
fro
m l
imit
ed s
ou
rces
• p
arti
ally
an
tici
pat
e an
d
wit
h a
lim
ited
or
con
fuse
d
atte
mp
t to
refu
te o
pp
osi
ng
vie
wp
oin
ts b
ut
• a
ttem
pt
to s
up
po
rt t
he
po
siti
on
, b
ut
tex
tual
ideas
and
ev
iden
ce
is v
agu
e,
rep
etit
ive,
or
un
just
ifie
d
• a
llu
de t
o o
pp
osi
ng
vie
wp
oin
ts b
ut
mak
e n
o
atte
mp
t to
refu
te t
hem
• c
om
ple
tely
lac
k
dev
elo
pm
ent
and
do
no
t in
clu
de
tex
tual
evid
ence
• m
ake
no
att
emp
t t o
anti
cip
ate
or
refu
te
op
po
sin
g v
iew
po
ints
Org
an
iza
tio
n:
the
exte
nt
to w
hic
h t
he
wri
tin
g e
stab
lish
es a
clea
r th
esi
s an
d
mai
nta
ins
dir
ecti
on
,
focu
s, a
nd
co
here
nce
• s
kil
lfu
lly
est
abli
sh a
nd
mai
nta
in c
on
sist
ent
focu
s o
n a
clea
r an
d c
om
pel
lin
g t
hes
is
• e
xh
ibit
lo
gic
al a
nd
co
her
ent
stru
ctu
re w
ith
cla
ims,
evid
ence
an
d i
nte
rpre
tati
on
s
that
co
nv
incin
gly
su
pp
ort
th
e
thes
is
• m
ake
skil
lfu
l u
se o
f
tran
siti
on
wo
rds
and
ph
rase
s
• e
ffect
ivel
y e
stab
lis h
an
d
mai
nta
in c
on
sist
ent
focu
s
on
a c
lear
thes
is
• e
xh
ibit
a l
og
ical
seq
uen
ce
of
cla
ims,
ev
iden
ce,
and
inte
rpre
tati
on
s to
su
pp
ort
the
thesi
s
• m
ake
effe
cti
ve u
se o
f
tran
siti
on
wo
rds
and
ph
rase
s
• e
stab
lish
an
d m
ain
tain
focu
s o
n a
cle
ar t
hesi
s
• e
xh
ibit
a l
og
ical
seq
uen
ce o
f cl
aim
s,
evid
ence
, an
d
inte
rpre
tati
on
s b
ut
ideas
wit
hin
par
agra
ph
s m
ay b
e
inco
nsi
sten
tly
org
aniz
ed
• m
ake
som
e a
ttem
pt
to
use
bas
ic t
ran
siti
on
wo
rds
and
ph
rase
s
• e
stab
lish
bu
t fa
il t
o
con
sist
entl
y m
ain
tain
fo
cus
on
a b
asi
c th
esi
s
• e
xh
ibit
a b
asic
str
uctu
re
bu
t la
ck t
he
coh
ere
nce
of
con
sist
ent
clai
ms,
ev
iden
ce,
and
in
terp
reta
tio
ns
• m
ake
an i
nco
nsi
sten
t
atte
mp
t to
use
so
me
bas
ic
tran
siti
on
wo
rds
or
ph
rase
s
• e
stab
lish
a c
on
fuse
d o
r
irre
lev
ant
thes
is a
nd
fail
to
mai
nta
in fo
cus
• e
xh
ibit
an
att
emp
t to
org
aniz
e id
eas
in
t o a
beg
inn
ing
, m
idd
le,
and
end
, b
ut
lack
co
her
ence
• m
ake
litt
le a
ttem
pt
to
use
tra
nsi
tio
n w
ord
s an
d
ph
rase
s
• f
ail
to i
nclu
de
a
thes
is o
r m
ain
tain
focu
s
• c
om
ple
te l
ack
of
org
aniz
atio
n a
nd
coh
eren
ce
• m
ake
no
att
emp
t t o
use
tra
nsi
tio
n w
ord
s o
r
ph
rase
s
La
ng
ua
ge:
th
e
exte
nt
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ly w
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En
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EN
GL
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NG
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AR
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