Stage Three: Plan Learning Activities W.H.E.R.E.T.O. Wiggins, G. and McTighe, J. (1998).  Understanding by Design.  Alexan...
Stage Three: Plan Learning Activities <ul><li>This is the Stage where specific learning activities (lessons) are planned t...
W.H.E.R.E.T.O. Wiggins, G. and McTighe, J. (1998).  Understanding by Design.  Alexandria, VA: Association for Supervision ...
Specific Suggestions for “W” Wiggins, G. and McTighe, J. (1998).  Understanding by Design.  Alexandria, VA: Association fo...
Specific Suggestions for “H” Wiggins, G. and McTighe, J. (1998).  Understanding by Design.  Alexandria, VA: Association fo...
Specific Suggestions for “E1” Wiggins, G. and McTighe, J. (1998).  Understanding by Design.  Alexandria, VA: Association f...
Specific Suggestions for “R” Wiggins, G. and McTighe, J. (1998).  Understanding by Design.  Alexandria, VA: Association fo...
Specific Suggestions for “E2” Wiggins, G. and McTighe, J. (1998).  Understanding by Design.  Alexandria, VA: Association f...
Specific Suggestions for “T” Wiggins, G. and McTighe, J. (1998).  Understanding by Design.  Alexandria, VA: Association fo...
Specific Suggestions for “O” Wiggins, G. and McTighe, J. (1998).  Understanding by Design.  Alexandria, VA: Association fo...
Next Steps… <ul><li>Start planning your learning activities! </li></ul><ul><li>Use WHERETO either as a guiding organizer (...
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PowerPoint_WHERETO

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  1. 1. Stage Three: Plan Learning Activities W.H.E.R.E.T.O. Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development
  2. 2. Stage Three: Plan Learning Activities <ul><li>This is the Stage where specific learning activities (lessons) are planned to accompany each unit. </li></ul><ul><li>The lessons designed in this stage are should be based on the desired results from Stage 1 and 2. </li></ul><ul><li>W.H.E.R.E.T.O. is an acronym for planning steps to help meet the requirements of the unit. </li></ul><ul><ul><li>The acronym does not represent the order to be followed </li></ul></ul>Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development
  3. 3. W.H.E.R.E.T.O. Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development How will we organize the sequence of learning? O How will we tailor learning to varied needs, interests, and learning styles? T How will students self-evaluate and reflect their learning? E How will we rethink or revise? R How will we equip students for expected performances? E How will we hook the students? H Where are we going? Why? What is expected? W
  4. 4. Specific Suggestions for “W” Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development <ul><li>Present the performance task/performance early in the unit. Include rubrics, exemplars, mentor text, models. </li></ul><ul><li>Post and discuss essential questions; invite students to generate their own questions </li></ul><ul><li>Ask students to ID personal goals </li></ul><ul><li>Give diagnostic skills tests or pre-tests </li></ul><ul><li>Use KWL as pre-assessment </li></ul><ul><li>Check for misconceptions </li></ul>Where are we going? Why? What is expected? W
  5. 5. Specific Suggestions for “H” Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development <ul><li>Use odd facts or examples </li></ul><ul><li>Use provocative entry or “hook” questions </li></ul><ul><li>Present them with a mystery or challenge </li></ul><ul><li>Present them with a problem that can’t be solved until the end of the unit </li></ul><ul><li>Create a role-play or simulation </li></ul><ul><li>Use technology to form connections to 21 st century ideas and concerns </li></ul>How will we hook and hold the students’ interests? H
  6. 6. Specific Suggestions for “E1” Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development <ul><li>“ E1” is all about instructional strategies. </li></ul><ul><li>Access your understanding and experience with research-based instructional best practices (e.g., Marzano on vocabulary) </li></ul><ul><li>Consider strategies that work well with diverse learners (ELL, GT, etc.) and multiple intelligences </li></ul><ul><li>Literacy strategies (including those which we’ve highlighted in this course) become powerful ways to equip students for learning. </li></ul>How will we equip students for expected performances? E1
  7. 7. Specific Suggestions for “R” Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development <ul><li>Reflection and revision are key elements to building understanding. When we teach students to revise (literally, re-envision their work), we develop flexibility and critical thinking. There are three elements to consider: </li></ul><ul><li>Rethinking (in relation to big ideas or important concepts) </li></ul><ul><li>Revising or Refining (skills, products, and performances) </li></ul><ul><li>Reflecting (building metacognitive skills for students) </li></ul>How will we rethink or revise? R
  8. 8. Specific Suggestions for “E2” Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development <ul><li>There are many ways to build in opportunities for ongoing evaluation, particularly self-evaluation. Some ideas: </li></ul><ul><li>Tickets out the door </li></ul><ul><li>Metacognitive writing prompts/quick writes </li></ul><ul><li>Student self-assessment using rubrics or checklists </li></ul><ul><li>Teacher-Student conferences </li></ul><ul><li>In consideration of “R” and “E2,” a planned element of revision may need to become part of Stage 2 in your planning template (Other Evidence). </li></ul>How will students be encouraged to self-evaluate? E
  9. 9. Specific Suggestions for “T” Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development Differentiation is incredibly important, and “T” reminds us of that. In brief, remember that you can differentiate both PROCESSES (how learning happens), PRODUCTS (visual, written, oral, etc.) and CONTENT (e.g., resources at different reading levels based upon pre-assessment data). How will we tailor learning to varied needs, interests, and learning styles? T
  10. 10. Specific Suggestions for “O” Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development It’s time to organize and arrange the learning activities! How will we organize the sequence of learning? O
  11. 11. Next Steps… <ul><li>Start planning your learning activities! </li></ul><ul><li>Use WHERETO either as a guiding organizer (remembering that the “letters” are chronologically arranged) OR use WHERETO as a revision tool, to see what areas you need to enhance or change. </li></ul>
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