This document discusses enduring understandings (EUs), essential outcomes (EOs), and learning targets (LTs). It defines each term and provides examples. EUs are full sentence generalizations that capture big ideas. EOs include the building blocks, knowledge, and skills needed to achieve the EU. LTs specify what students will know and be able to do by the end of a lesson. The document provides guidance on creating EUs, EOs, and formatting them in a learning management system. Strong and poor examples of each are presented to illustrate the concepts.

1. Finalizing EUs & EOs
October 14, 2014

2. EUs, EOs, & LTs

3. EUs, EOs, & LTs
Enduring
Understandings
• Why are we
studying
this?
• What is the
big idea?
Essential
Outcomes
• What will
students
know and be
able to do?
Learning
Targets
• What will
students
know and be
able to do
by the end
of this
lesson?

4. EUs, EOs, & LTs

5. UNDERSTANDING
• “To understand a topic or subject is to be able to use
knowledge and skill wisely and effectively.”
• “An understanding is the successful result of trying to
understand- the resultant grasp of an unobvious idea, an
inference that makes meaning of many discrete (and
perhaps seemingly insignificant) elements of knowledge.”
McTighe and Wiggins, 2005, 43.

6. What is an EU (Enduring Understanding)?
An Enduring Understanding is a full sentence
generalization based on “transferable, big
ideas at the heart of the discipline and in
need of uncoverage” (McTighe and Wiggins, 2004, 24).

7. Actions Steps for Creating an EU
Identify and draw upon relevant state standards.
“Using the standards as a starting point, decide what you want
students to take away from the unit.”
-What are the key desired learning?
-What should students come away understanding, knowing, and be able to do?
Frame all of these objectives with a statement that captures the
big, transferable idea.
McTighe and Wiggins, 2005, 34.

8. EXAMPLES OF EUs
STRONG EXAMPLE
• “Students will
that
mathematical models
must be viewed
critically so they do
not mislead us.”
(McTighe & Wiggins, 2005, 64).
NOT AN EU:
• “Students will understand
how to review a
mathematical model for
its appropriateness to
real-life situations”
(McTighe & Wiggins, 2005, 64).
will
understand that
novelists often provide
insights about human
experience and inner
life through fictional
means”(McTighe & Wiggins, 2004,
64).
Students explain
how a work of fiction
is reflective of the
human experience.
“the
world is becoming
increasingly dependent
by a marketplace
fueled on credit” (Schneck
& Tesi, 2009).
will be able
to explain the
relationship between
interest and credit”
(Schneck & Tesi, 2009).

9. MASTERY MANAGER FORMATTING
Enduring Understandings:
• Course Level EU# - text separated by spaces
English II Prep EU1- Students will understand that novelists
often provide insights about human experience and inner life
through fictional means.
Consumer Education EU3 - Students will understand that the
world is becoming increasingly dependent by a marketplace
fueled on credit.

10. What is an Essential Outcome?
An Essential Outcome includes the
information needed to achieve the big idea,
including:
• Building blocks for the desired understandings
• Knowledge acquired from the facts & concepts
in instructional activities
• Skills (both simple techniques & complex
procedures
LTHS PLC Glossary, 2012, 4.

11. Actions Steps for Creating an E0
Identify and draw upon relevant state standards.
“Using the standards as a starting point, decide what you want
students to take away from the unit.”
-What are the key desired learning?
-What should students come away understanding, knowing, and be able to do?
McTighe and Wiggins, 2005, 34.

12. EXAMPLES OF EOs
STRONG EXAMPLE
• “Students will
understand how to
evaluate a
mathematical model
for its appropriateness
to real-life situations”
(McTighe & Wiggins, 2005, 64).
POOR EXAMPLE:
“Students define
mathematical modeling.”
• “Students can give an
example of a
mathematical model.”
(McTighe & Wiggins, 2005, 64).
• Students will explain
how a work of fiction
is reflective of the
human experience.
• Students can identify a
work of fiction.
“Students will be able
to explain the
relationship between
interest and credit”
(Schneck & Tesi, 2009).
• Students can define
interest, interest rate,
and give examples of
interest rates.
• Students can define
credit.
Learning
Targets

13. MASTERY MANAGER FORMATTING
Essential Outcomes:
• Unit Name EO# - text separated by spaces
Fiction EO3- Students will be able to explain how a work of
fiction is reflective of the human experience.
Consumer Credit EO1- Students will be able to explain the
relationship between interest and credit.

14. EUs, EOs, & LTs

15. EUs, EOs, & LTs

17. REFERENCES
McTighe, J. & Wiggins, G. (2004). Understanding by design:
Professional development workbook. Alexandria, Virginia: ASCD.
McTighe, J. & Wiggins, G. (2nd ed) (2005). Understanding by design.
Columbus, Ohio: Pearson Merrill Prentice Hall.
Schneck, S. & Tesi, V. (2009). Financial literacy. Englishtown, New
Jersey: Freehold Regional High School District.