04 Sep After reflecting on the video and reading
After reflecting on the video and reading Chapters 3 and 4 from Wiggins and McTighe, please answer the following question:
- Using the Stage 1 template provided below, develop Stage 1 for your 1st lesson unit. Make sure you incorporate the Common Core Standard used and grade level.
[Type text] [Type text] [Type text]
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Topic: Grade Level: Duration: |
Subject Area: Education Standards Addressed:
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Stage 1 – Desired Results |
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Established Goals: |
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Understanding(s)/goals: Students will understand that: Students will know: |
Essential Question(s): |
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Student objectives (outcomes): Students will be able to: |
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Stage 2 – Assessment Evidence |
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Performance Task(s): Performance Task Criteria: |
Other Evidence: |
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Stage 3 – Learning Plan |
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Learning Activities: |
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What makes a question essential: (pages 107-112 in UbD text.) 4 connotations of “essential”
Important questions that recur throughout our lives
Core ideas and inquiries within the discipline
Helps students effectively inquire and make sense of the big idea(s) and requires students to make decisions about answers
Engages a specific and diverse set of learners Characteristics of Essential Questions (also p. 91 in UbD workbook)
Have more than 1 answer, meant to be discussed, investigated
Cannot be answered in a single sentence
Might be controversial or pose a dilemma and as such require reasoning and justification
Raise other important questions
Naturally and appropriately recur K-12 and beyond
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SIX FACETS OF UNDERSTANDING Six Facets Description Example
Explanation To ensure students understand why an answer or approach is the right one. Students explain or justify their responses or justify their course of action.
Students develop an illustrated brochure to explain the principles and practices of a particular type of technology (i.e., transportation, construction, medical, information).
Interpretation To ensure students avoid the pitfall of looking for the “right answer” and demand answers that are principled…students are able to encompass as many salient facts and points of view as possible.
Students develop a ‘biography’ of the development of a particular type of technology.
Application
To ensure students’ key performances are conscious and explicit reflection, self-assessment, and self-adjustment, with reasoning made evident. Authentic assessment requires a real or simulated audience, purpose, setting, and options for personalizing the work, realistic constraints, and “background noise.”
Students analyze a design of a product, taking it apart in order to determine how it works.
Students design, develop, test, and revise a solution to a local issue, such as a new roadway system, a water treatment system, or long-term storage of various materials.
Perspective
To ensure students know the importance or significance of an idea and to grasp its importance or unimportance. Encourage students to step back and ask, “What of it?” “Of what value is this knowledge?” “How important is this idea?” “What does this idea enable us to do that is important?”
Students investigate about a technological artifact from the perspective of different regions and countries.
Empathy To ensure students develop the ability to see the world from different viewpoints in order to understand the diversity of thought and feeling in the world.
Students imagine they are politicians debating the value of nuclear power. They write their thoughts and feelings explaining why they agree or disagree with the use of nuclear power.
Self- Knowledge
To ensure students are deeply aware of the boundaries of their own and others’ understanding; able to recognize their own prejudices and projections; has integrity – able and willing to act on what one understands
Students reflect on their own progress of understanding about one of the standards in Standards for Technological Literacy: Content for the Study of Technology. They evaluate the extent to which they have improved, what task or assignment was the most challenging and why, and which project or product of work they are most proud of and why.
Source: Wiggins, G., & McTighe, J. (1998). Understanding by Design. p. 85-97. Alexandria, VA: Association for Supervision and Curriculum Development.
Handout #9
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