1. 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
2. “ There is no ideology to it:
Do what works
in Stage 3 to meet the objectives of Stage 1.”
-- Wiggins and McTighe, 2005
3. W here from, where to, why
Hook and hold
E xplore and experience, explain and equip
R eflect, rethink, revise
E valuate work and progress
T ailor and personalize the work
O rganize for optimal effectiveness
4. 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.
5. 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
9. Stage 1 (Enduring Understandings and Essential
Questions)
Stage 2 (Assessment)
Performance Event (GRASPS)
Stage 3 (WHERETO)
A – M – T (Acquisition, Meaning Making, Transfer)
10. 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?
11.
12. W here from, where to, why
Hook and hold
E xplore and experience, explain and equip
R eflect, rethink, revise
E valuate work and progress
T ailor and personalize the work
O rganize for optimal effectiveness
13. 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
15. 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
19. 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
21. 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?
Where might technology support the work?
22.
23. W here from, where to, why
Hook and hold
E xplore and experience, explain and equip
R eflect, rethink, revise
E valuate work and progress
T ailor and personalize the work
O rganize for optimal effectiveness
24. Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
via Chuck McWilliams
25. Seeing and hear points of view through critical
eyes and ears
Seeing the “big picture”
Looks like …
26. Showing metacognitive awareness
Being aware of what we don’t understand
Perceiving what shapes our own understanding
Looks like …
27. Finding value in what others might find
odd, alien, or implausible
Perceiving sensitivity on the basis of prior direct
experience
Looks like …
28. 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?
29. 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?
30. 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?
32. 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?
Where might technology support the work?
33. 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
Instructor – select the stage in which your course focuses – make it BIG (remind the participants that everything aligns with Stage 1 (and Stage 3 aligns with Stage 1 and Stage 2)
Include
Pair and Share
Include
What did you learn about x that I did not teach you?
Rethink – looking back at the big ideas in Stage One, wrestling with the EQs again but from a different angle, seeking empathy and self-knowledgeRevise – closely tied to stage 2, revising gives students another change to check their performance against clear objectives and progress markersReflect – checking the questions from “W” – where have I been, why was this important to me, how did I get here, how might apply this elsewhere?