Understanding by Design (UbD) Stage #3
Learning Objectives
At the end of the workshop, participants will be able to:
A. Explain the purpose of Stage #3.
B. List and apply the WHERETO Framework in Stage #3.
C. Identify the specific elements to consider when making decisions to differentiate or tailor learning.
Understanding by Design (UbD) Stage #3
Stage #3 - Plan Learning Experiences.
In Stage 3, we are constructing learning experiences that align with Desired Results crafted in Stage #1 and Determine Acceptable Evidence developed in Stage #2. In Stage, #3, we attempting to create a learning plan that is both engaging and effective for your learners. To ensure you have both elements in your Stage #3 plan, Wiggins & McTighe (2012) provided the WHERETO framework. Each element will be provided below.
In Stage #3, we do need to provide ample consideration on the "T" component of tailoring of instruction based on the various background our students have. The work of differentiation (Tomlinson, 1999 as cited in Wiggins & McTighe, 2012) suggest we should consider the content and how it is access and presented. We should also consider the way students way (process) and the end results of the work of students (products). Our decisions about tailoring the learning plan are influenced by these elements as well as the students' readiness (prior knowledge, skills levels, backgrounds), learning profiles (preferred style, gender) and interests. Our tailoring efforts can be gauged by providing formative assessments to students. Formative assessments allows the learners to receive feedback along the way.
- W - Provides direction to students to understand where we are headed in the unit
- H - We need to hook and hold the attention of our students throughout the unit
- E - We need to equip our students with the needed experiences for the expected performances
- R - Give our students the chance to rethink big ideas, reflect on progress, and revise their work
- E - Develop opportunities for students to evaluate progress progress based on formative assessments.
- T - Tailor the unit to the differences found within and across your students
- O - Organize the unit to be engaging and effective.
In Stage #3, we do need to provide ample consideration on the "T" component of tailoring of instruction based on the various background our students have. The work of differentiation (Tomlinson, 1999 as cited in Wiggins & McTighe, 2012) suggest we should consider the content and how it is access and presented. We should also consider the way students way (process) and the end results of the work of students (products). Our decisions about tailoring the learning plan are influenced by these elements as well as the students' readiness (prior knowledge, skills levels, backgrounds), learning profiles (preferred style, gender) and interests. Our tailoring efforts can be gauged by providing formative assessments to students. Formative assessments allows the learners to receive feedback along the way.
Understand by Design (UbD) Stage #3 Overview
In this video, you will be introduced to the specific components that make up the Stage #3 Template. Hopefully, this will make completing this document a bit easier.
Assessment for Stage #3
You will find several questions below to help you gauge your understanding of this workshop.
References
Wiggins, G. P., & McTighe, J. (2012). The understanding by design guide to advacned concepts in creating and reviewing units. Alexandria, VA: ASCD.