Understanding by Design Stage 3: Learning Plan

1. Understanding by DesignStage 3: Learning Plan Designing Instruction and Learning Experiences

2. 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?

3. 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

4. Understanding WHERETO

5. W: Questions to Consider • Goals: • Expectations: • Relevance and Value: • Diagnosis: http://goo.gl/j1IjS

6. H: Hooking and Holding • How will you hook and hold student interest? http://goo.gl/qUaX3

7. E: Equipping Students • Experiential and Inductive Learning • Direct Instruction • Homework and other Out-of Class Experiences http://goo.gl/CQ1fb

8. R: Questions to Consider • Rethink • Revise or Refine • Reflect http://goo.gl/jXAYC

9. E: Encouraging Self-Evaluation • 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 ___? • 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? http://goo.gl/mVZk0

10. T: Tailoring the Design for Diverse Learners • Content • Process • Product http://goo.gl/qn7Ki

11. O: Organizing the Learning The Logic of “Coverage” The Logic of “Uncoverage” 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 • 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

12. 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!

14. Stage 3 Feedback Tool

15. Review of Understanding by Design

16. Big Ideas Graffiti Write • Big Ideas • Concerns • Questions http://goo.gl/vJTYZ

17. 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

18. 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

19. Design Sequence Review • Stage 3 – Develop the Learning Plan • Key Teaching and Learning Activities • WHERETO Elements • Sequence • Learning Materials and Resources

20. 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.

21. What’s Next?

22. Four Clear Learning Targets

23. Contact Information E-mail: heather.mullins@dpi.nc.gov Skype: waterlovers3 Phone: 828.244.8759 (H) Blog: www.mullinshe.wordpress.com Wiki: www.rt3region7.ncdpi.wikispaces.net Twitter: @carolinablondie