Understanding by Design, Stage 3
“If you don’t know exactly where you are headed, then any road will get you there.”
Day 2
Learning by Design
Parkway School District
2011 - 2012
“ There is no ideology to it: Do what works
in Stage 3 to meet the objectives of Stage 1.”
-- Wiggins and McTighe, 2005
W
H
E
R
E
T
O
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
Group 2: Investigating Senteo as a formative assessment tool
Group 3: Created a Smart Notebook page that works as a tool
for self-assessment. Students use this towards the end
of learning a concept in order for teachers to identify
which students need more help before moving
forward.
Group 4: Worked on the same tool as Group 3.
Group 2: Translated existing paper-based performance task (how
many arrangements of the room are possible?) into an
introduction to the unit, where students rearrange the
desks of their own classroom.
Group 3: Created a 'birthday party' hook that will act as a
touchstone for math concepts as they occur. Each time
students acquire a new skill, they will build onto the story
of the 'party' they are planning.
Group 4: Re-examined the order of math concepts as they are
presented by the textbook and created a question as a
hook for the upcoming unit: "How can we think faster than
a calculator?" - a focus on developing mental math
capabilities
Learning activities …
live here
support these
employ these
develop these in
students
• EUs, EQs
• Knowledge, Skills1
• Performance Assessments
• Other Assessments2
• Learning Activities3
• EUs, EQs
• Knowledge, Skills1
• Performance Assessments
• Other Assessments2
• Learning Activities3
Stage 1 (Enduring Understandings and Essential Questions)
Stage 2 (Assessment) Performance Event (GRASPS)
Stage 3 (WHERETO) A – M – T (Acquisition, Meaning Making, Transfer)
To what degree might our units help students transfer their knowledge to other parts of their lives?
To what degree might our units help student review and reconsider knowledge and skills they have gained?
W
H
E
R
E
T
O
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
Build background knowledge
Offer opportunity to discover
Connect outside the classroom
Identify objectives
Communicate progress through rubrics or example work
Mix direct instruction with investigation
More at www.MathPickle.com
Skype with an author, another classroom, an expert, a parent
Google Earth interactive tours or layers + Smart Notebook
Discovery Education assignments
Wallwisher – essential question posted and ask students to “think aloud”
Web Quests – inquiry project online
A
M
T
cquire
ake meaning
ransfer
From Daggett & McNulty
Purposeful work through publishing Wikis for student projects (Google Sites or wikispaces)
Blogging for student interaction (Kidblog.org or Edmodo)
VoiceThread to invite community feedback
Gathering an audience Colleagues
Other schools in the district
Social networks
Parents and relatives
• EUs, EQs
• Knowledge, Skills1
• Performance Assessments
• Other Assessments2
• Learning Activities3
Where might technology support the work?
How are your activities building background
knowledge through experiences, inside and
outside the classroom?
How might one of your existing activities
change to incorporate opportunities for
transfer?
W
H
E
R
E
T
O
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
via Chuck McWilliams
Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
Seeing and hear points of view through critical eyes and ears
Seeing the “big picture”
Looks like …
Showing metacognitive awareness
Being aware of what we don’t understand
Perceiving what shapes our own understanding
Looks like …
Finding value in what others might find odd, alien, or implausible
Perceiving sensitivity on the basis of prior direct experience
Looks like …
Concept mapping (Smart Notebook, One Note, LucidChart)
Role play (Edmodo)
Digital Storytelling (PhotoStory3, Pixie, Kerpoof)
examples from the Parkway Film Festival
Exit slips for parent and student (Wallwisher)
Others?
Blogging – to examine work as a whole
Edmodo – to look at small pieces
Smart Board – ungroup and move words, concepts
Document camera + Smart Board – annotate and discuss exemplary student examples
Word – add comments (students access each other’s work in L: drive)
Others?
What did you learn? What did you learn about x that I did not teach you?
How did you learn it?
How might you apply it in the future?
• EUs, EQs
• Knowledge, Skills1
• Performance Assessments
• Other Assessments2
• Learning Activities3
Where might technology support the work?
What opportunities exist in your unit that
stretch students through
perspective, empathy, or self-knowledge?
How do you build in time for revision and
reflecting? What does that look like in your
unit?
To what degree might our units help students transfer their knowledge to other parts of their lives?
To what degree might our units help student review and reconsider knowledge and skills they have gained?
www.wallwisher.com/wall/lbdday2
“ Education should be an itch, not a scratch.”
-- Frank Lyman, 1992
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