Understanding by Design
Stage 3: Learning Plan
Designing Instruction and Learning
Experiences
Stage 3: Designing Instruction and
Learning Experiences
• What learning experiences
and instruction will promote
the desired understandings,
knowledge, and skills of
Stage 1?
• How will the design ensure
that all students are
maximally engaged and
effective at meeting the
goals?
Stage 3
• Stage 3 Answers the Question:
How will we get there?
• Road map: How we get to the
desired learning in stage1
• WHERETO: Acronym that
summarizes key elements to
consider when designing an
effective and engaging learning
plan.
http://goo.gl/2DTQo
Understanding WHERETO
W: Questions to Consider
• Goals:
• Expectations:
• Relevance and Value:
• Diagnosis:
http://goo.gl/j1IjS
H: Hooking and Holding
• How will you hook and hold student interest?
http://goo.gl/qUaX3
E: Equipping Students
• Experiential and Inductive Learning
• Direct Instruction
http://goo.gl/CQ1fb
• Homework and other Out-of Class Experiences
R: Questions to Consider
• Rethink
• Revise or Refine
• Reflect
http://goo.gl/jXAYC
E: Encouraging Self-Evaluation
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What do you really understand about ___?
What questions do you still have about ___?
What was the most/least effective ___?
How could you improve ___?
What are your strengths/deficiencies in ___?
http://goo.gl/mVZk0
How difficult was ___ for you?
How does your preferred learning style influence ___?
What would you do differently next time?
What are you most proud of?
What are you most disappointed about?
What grade/score do you deserve and why?
How does what you’ve learned connect to other learning?
How has what you’ve learned changed your thinking?
How does what you’ve learned relate to the present and future?
What follow-up work is needed?
T: Tailoring the Design for Diverse
Learners
• Content
• Process
• Product
http://goo.gl/qn7Ki
O: Organizing the Learning
The Logic of “Coverage”
The Logic of “Uncoverage”
• Teacher as tour guide
• Following textbook
• From facts and basic skills to
advanced concepts and
processes
• Breadth of material
• Few hands-on and other
experiential activities due to
time
• Teach and test the discrete
pieces before application
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Unit – unfolding story or problem
Begin with a hook
Teach on an as-needed basis.
Not all material is front loaded
before application
Sequence more surprising and
less predicable
Ongoing cycles of modeling,
practice, feedback, and
adjustment
Big ideas
Whole - Part
Research-Based Instructional
Strategies
• Build on our understanding of pedagogy
• Consider opportunities for differentiation
• Pay specific attention to stages 1 and 2
• This is the fun stuff!
Stage 3 Feedback Tool
Review of Understanding by
Design
Big Ideas Graffiti Write
• Big Ideas
• Concerns
• Questions
http://goo.gl/vJTYZ
Design Sequence Review
• Stage 1 – Begin with the Desired
Results
– Content Standards
– Big Ideas and Understandings
– Essential Questions
– Knowledge and Skills
http://goo.gl/W4ecC
Design Sequence Review
• Stage 2 – Identify Assessment
Evidence
– Facets of understanding
– Performance assessments and
criteria
• Authentic Tasks and Rubrics
• Prompts and Rubrics
– Other Evidence and Checklists
– Student Self-Assessment
Design Sequence Review
• Stage 3 – Develop the Learning
Plan
– Key Teaching and Learning
Activities
• WHERETO Elements
• Sequence
– Learning Materials and Resources
Alignment is the Key
• All stages must align.
• A clear understanding is achieved
between what is taught and
assessed.
• The learning plan provides a path for
linking the desired results and the
assessment evidence.
• Various resources and activities are
accessed to achieve the desired
results.
What’s Next?
Four Clear Learning Targets
Contact Information
E-mail:
Skype:
Phone:
Blog:
Wiki:
Twitter:
heather.mullins@dpi.nc.gov
waterlovers3
828.244.8759 (H)
www.mullinshe.wordpress.com
www.rt3region7.ncdpi.wikispaces.net
@carolinablondie