Understanding by Design, Stage 3
“If you don’t know exactly where you are headed, then any road will get you there.”
Learning by Design
Parkway School District
2011 - 2012
WHERETO with Technology
Engaging
&
Effective
Engaging
&
Effective
-- bit.ly/WTengaging
-- bit.ly/WTeffective
“ There is no ideology to it: Do what works
in Stage 3 to meet the objectives of Stage 1.”
-- Wiggins and McTighe, 2005
WHERETO
WHERETO
here from, where to, why
WHERETO
here from, where to, why
ook and hold
WHERETO
here from, where to, why
ook and hold
xplore and experience, explain and equip
WHERETO
here from, where to, why
ook and hold
xplore and experience, explain and equip
eflect, rethink, revise
WHERETO
here from, where to, why
ook and hold
xplore and experience, explain and equip
eflect, rethink, revise
valuate work and progress
WHERETO
here from, where to, why
ook and hold
xplore and experience, explain and equip
eflect, rethink, revise
ailor and personalize the work
valuate work and progress
WHERETO
here from, where to, why
ook and hold
xplore and experience, explain and equip
eflect, rethink, revise
ailor and personalize the work
valuate work and progress
rganize for optimal effectiveness
Examine the “House”. Where does this course fit? Why do you think so?
How does this course support
the mission/vision/ commitments/
learning principles?
The goal of teaching should be to provide students the ability to use the stuff of the subject, not just learning the stuff.
Grant Wiggins
Handout: UbD in a Nutshell
What should educators and learners be doing inside and the outside the classroom to best accomplish Mission?
Why teach for understanding and transfer?To what extent can teaching for understanding impact
student learning?To what extent is the work of Professional Learning
Communities aligned to the stages of the backward planning model?
Essential Questions
Stage 1 – Desired Results (What do we want our students to learn?) Stage 2 – Assessment Evidence (How will we know that they have learned
it?) Stage 3 – Learning Plan (Designing lessons to ensure Stage 1 and to address
the work of Professional Learning Communities when students don’t learn it or already know it.)
An Overview of the Three Stages of Understanding by Design Connected to PLCs
• Identify desired results
Stage 1
Stage 1: Goals, established content standards (national, state, district), enduring understandings, essential questions, knowledge, and skills.
What do we want our students to learn?What should students know, understand, and be able to
do?What content is worthy of understanding?What enduring understandings are desired?
Stage 1: Identify Desired Results
UbD Template – Stage 1 (Parkway’s Guaranteed Curriculum)What do we want our students to learn?
Stage 2: Decide upfront (before designing specific lessons) how student attainment of a desired understanding will be determined
How will we know that they have learned it?How will we know if students have achieved the desired
results?What will we accept as evidence of student
understanding and proficiency?
Stage 2: Determine Acceptable Evidence
UbD Template: Stage 2How will we know they learned it?
Stage 3: Determine the most appropriate instructional activities for the identified results and evidence of understanding.
What are the knowledge and skills the students will need in order to perform effectively and achieve desired results?
What will be need to be taught or coached? How should it be best taught in light of the performance
goals?What do we do if they don’t learn it? What do we do if they
already know it?
Stage 3: Plan learning experiences and instruction
UbD Template: Stage 3 (Teacher as Lesson Designer)
Stage 1 (Enduring Understandings and Essential Questions)
Stage 2 (Assessment)Stage 3 (WHERETO)Performance Event (GRASPS)A – M – T (Acquisition, Meaning Making, Transfer)
Vocabulary of the Backward Planning Model
Stage 1 – What to do we want our students to learn?Stage 2 – How will we know that they have learned it?
Stage 3- What is the best way to teach to impact student learning? What do we do if they don’t learn it? What do we do if they already know it?
Focus of the Course is……
What do students need to know, be able to do, and understand? (Stage 1)
How will we know that they have learned/ understand it? (Stage 2)
What will we do when they haven’t learned it? (Stage 3)What will we do when they already know it? (Stage 3)What are best practices to promote knowledge, skills, and
understanding? (Stage 3)
Professional Learning Community Questions
Planning and Preparation for LearningLearning EnvironmentInstructional ProcessMonitoring, Assessment, and FeedbackProfessional Responsibility
Domains of Professional Practice
Most Important Point (MIP)On the note card jot down the MIP (Most Important
Point) of the overview presentation.Give One, Get OneOn my signal, find a partner and share your MIP. Ask
clarifying questions because you are going to “get” the MIP from your person and then “give” their idea to another person.
RepeatRepeat
Most Important Point (MIP)Give One, Get One
‘W’
?
?Why am I going there
Where have I been?
Where am I going?
(St. 1 K & S)(St. 2, OE)
(St. 1, Big Ideas)
?
What opportunities exist for your students to answer these questions in a way that is visible throughout your unit?
?
What elements will change, based on student answers?
?
Where can technology support the work?
• gathering feedback• displaying a model performance• revealing an authentic audience
?
Where can technology support the work?
What opportunities exist for your students to answer these questions in a way that is visible throughout your unit?
What elements will change, based on student answers?
‘H’
“ Education should be an itch, not a scratch.”
-- Frank Lyman, 1992
“ The best way to create interest in a subject is to render it worth knowing, which means to make the knowledge gained usable in one’s
thinking beyond the situation in which learning has occurred.”
-- Bruner, 1960
role playreal-world problemspuzzlesoddities and weird factsmysteriesprovoking questions
Types of Hooks
Not just a hook, but a hold.
Not just entertaining, but essential.
How might we use the resources currently around us
to create compelling, relevant hooks that pull our students in?
1) Show how this new, difficult problem arises from an old, easy problem.
2) Make an appeal to student intuition.3) Introduce abstraction (labels, notation, etc.)
only as a necessary part of solving a problem that interests us.
One method
How might technology support the work?
• animating a static problem• inviting real problems into the classroom• allowing collaborative creation/problem
solving to happen digitally
‘H’What itch from Stage 1 is addressed?
How might technology support the work?
How where might your hook be placed on the graph below?
entertaining
effective
bit.ly/LbDday1
“ Teaching may best be defined as the organization of learning … It saves us from
arguments about whether the teacher ought to guide or direct – arguments that are somewhat futile since the truth is that he should do both.”
-- Mursell, Sucessful Teaching, 1969
