- Identify Desired End Results:
- study standards and learning goals
- identify learning goals and desired enduring understandings
- prioritize learning goals
- Determine Acceptable Evidence:
- determine what evidence we will accept to show that students have achieved mastery of goal
- Plan Learning Experiences and Instruction:
- what foundational skills will students need to reach goals?
- purposefully design and analyze learning tasks: how will formative assessments be used to develop student learning? what tasks will help students develop a deep understanding of learning goals?
- Avoid common errors (see pitfalls above)
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Analyze nouns in standards and connect these big ideas
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Identify key knowledge and skills in standard
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What essential questions follow from standard?
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Analyze verbs and connect these to performance assmts
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List learning activities
- Refine unit to insure alignment across all phases
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Clarify larger purposes and connections between applications and content.
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Identify specific real world tasks that embody goals
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Determine enabling knowledge & skills needed for tasks
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Sketch learning plan that enables practice to mastery
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Infer questions learners need to frequently consider as they learn
- Identify content standards that explicitly tie to tasks
- Revise to align design elements as needed
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What complex worthy task does this skill support? How does this skill connect to other relevant skills?
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Identify related content standards
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Determine what assessments are implied or explicit in standard
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Identify strategies for using skills effectively
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Identify big ideas and essential questions that undergird the skill
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Devise learning activities.
- Revise for alignment.
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Start with winning activity or sanctioned resource
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Consider: Why does this activity matter? What big ideas does this activity help us understand?
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Clarify essential questions that will point to these big ideas
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Identify the skills, facts, and understandings the activity is meant to yield
- Tie activity to relevant standards and infer key concepts and skills in these
- Revise assessments and learning activities as needed.
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Clarify goals and levels of transferability built into assessment
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Identify standards that address these goals
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Infer relevant big ideas, understandings, essential questions required to pass assessment
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Develop and refine performance assessment tasks that parallel the required assessment
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Craft and modify learning activities to ensure effective and purposeful performance.
- Revise to align design elements as needed
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Place elements into template and look for alignment across 3 phases. Do the goals match the assessments?
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Do lessons relate to richest aspects of goals?
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Clarify big ideas and long term performance goals related to standards
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Ask often: What should students come away understanding?
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Revise assessments and lessons to do justice to Stage 1 elements
- Revise to align design elements as needed
- Develop a Year at a Glance (Scope & Sequence)
- Prioritize standards in scope and sequence
- Use one of the strategies above to develop a project that goes with a unit cluster of standards
- Use Understanding by Design template and related standards to guide and evaluate project development
- Use design criteria to evaluate project elements as they are implemented in project
- Document evaluations of projects and extract generalizable tips and ideas that can be applied to future project designs
- Use the multiple entry point models to help students design their own investigations and projects
It’s really beautiful work. Thanks for this kind of stuff. I mean I am totally impressed. Hope to see more updated work here. I have to say, it is very informative.
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