What do students KNOW,

UNDERSTAND, and

DO? Surry County Schools

Students can hit any target that they know about and that stands still for them.

-Rick Stiggins

Planning a focused Curriculum Means – at the very least – Clarity About What Students Should…..

KNOWFacts, Names, Dates, Places, Information

There are eight continents. Winston Churchill 1866 The Nile River Multiplication Tables Procedural information (how to)

Multiplication is another way to do addition. Geography is destiny. People migrate to meet basic needs. All cultures contain the same elements. Entropy and enthalpy are competing forces in

the natural world. Voice reflects the author. Angles are measures of turning. Rhythm organizes time and energy of sound and

silence. Art is deception.

UNDERSTANDEssential truths that give meaning to the topic stated as a full sentence. “I want students to understand THAT…”

Be able to doSkills (basic skills, skills of the discipline, skills of independence, social skills, skills of production)Verbs or phrases (not the whole activity)

• Analyze• Solve a problem to find perimeter• Write a well supported argument• Evaluate work according to specific

criteria• Contribute to the success of a group or

team• Use graphics to represent data

appropriately

Take a look at some examples of

KUDs!

Grade 5 Science: State of Matter Know

Science is governed by cause and effect relationships Temperature affects and determines temperature of

matter Understand

Definitions of atoms and molecules The states of matter The arrangement and movement of the molecules in

each state of matter Be able to do

Illustrate the arrangement of molecules in each state of matter

Describe how temperature affects each state of matter

Evaluate how temperature affects the state of matter in any given object

Grade 7 Math: Ratio Know

Equivalent Scale Compare Proportion Relative Ratios represent relative sizes of quantities

Understand Ratio is the relative relationship between numbers. The ratio between numbers is how the numbers compare to

each other A whole can be divided into various parts.

Be able to do Record the comparison between two quantities in a standard

way Recognize and solve problems involving simple ratios Convert between fractions, percentages, and ratios Represent the relationship between a whole and the parts within

the whole in a variety of ways

High School History: World Leaders Know

Important national and world leaders Biographical facts and contributions of different

leaders Understand

We can find out what leaders are like by perceiving their words and actions.

Different people may perceive the same leader in different ways.

Be able to do Describe a national or world leader. Distinguish how that leader would appear from 2

different groups’ perspectives. Analyze the effects of perspective on description.

Unpacking a Learning Target

I will analyze how particular elements of a story or drama interact (e.g. how setting shapes the characters or plot).

Know:

Understand:

Be able to do:

TALK

1. How do you feel about the idea of using KUDs as a growth of learning targets and a pivot point for instructional planning and for formative assessment?

2. How clear are your students on the essential understandings for lessons, units, and content areas?

3. What do you do to keep the important understandings in the forefront of student thinking throughout a unit?