This document provides an overview of Understanding by Design (UbD) Stage 3, which focuses on planning effective learning activities. It discusses the WHERETO framework for designing learning activities that acquire, make meaning of, and transfer knowledge and skills. Learning activities should build background knowledge, connect inside and outside the classroom, and incorporate opportunities for transfer. Reflection and revision are also important components of Stage 3. Technology can support learning activities through tools that facilitate exploration, collaboration, and publishing student work.

1. Understanding by Design, Stage 3
“If you don’t know exactly where you are headed, then any road will get you there.”
Day 2
Learning by Design
Parkway School District
2011 - 2012

2. “ There is no ideology to it:
Do what works
in Stage 3 to meet the objectives of Stage 1.”
-- Wiggins and McTighe, 2005

3. W here from, where to, why
Hook and hold
E xplore and experience, explain and equip
R eflect, rethink, revise
E valuate work and progress
T ailor and personalize the work
O rganize for optimal effectiveness

4. Group 2: Investigating Senteo as a formative assessment tool
Group 3: Created a Smart Notebook page that works as a tool
for self-assessment. Students use this towards the end
of learning a concept in order for teachers to identify
which students need more help before moving
forward.
Group 4: Worked on the same tool as Group 3.

5. Group 2: Translated existing paper-based performance task (how
many arrangements of the room are possible?) into an
introduction to the unit, where students rearrange the
desks of their own classroom.
Group 3: Created a 'birthday party' hook that will act as a
touchstone for math concepts as they occur. Each time
students acquire a new skill, they will build onto the story
of the 'party' they are planning.
Group 4: Re-examined the order of math concepts as they are
presented by the textbook and created a question as a
hook for the upcoming unit: "How can we think faster than
a calculator?" - a focus on developing mental math
capabilities

6. Learning activities …
live here
support these
employ these
develop these in
students

7. 1 • EUs, EQs
• Knowledge, Skills
2 • Performance Assessments
• Other Assessments
3 • Learning
Activities

8. 1 • EUs, EQs
• Knowledge, Skills
2 • Performance Assessments
• Other Assessments
3 • Learning
Activities

9.  Stage 1 (Enduring Understandings and Essential
Questions)
 Stage 2 (Assessment)
 Performance Event (GRASPS)
 Stage 3 (WHERETO)
 A – M – T (Acquisition, Meaning Making, Transfer)

10.  To what degree might our units help students
transfer their knowledge to other parts of their
lives?
 To what degree might our units help student
review and reconsider knowledge and skills
they have gained?

12. W here from, where to, why
Hook and hold
E xplore and experience, explain and equip
R eflect, rethink, revise
E valuate work and progress
T ailor and personalize the work
O rganize for optimal effectiveness

13.  Build background knowledge
 Offer opportunity to discover
 Connect outside the classroom
 Identify objectives
 Communicate progress through rubrics or example work
 Mix direct instruction with investigation

14. More at www.MathPickle.com

15.  Skype with an author, another classroom, an
expert, a parent
 Google Earth interactive tours or layers + Smart
Notebook
 Discovery Education assignments
 Wallwisher – essential question posted and ask
students to “think aloud”
 Web Quests – inquiry project online

16. A cquire
M ake meaning
T ransfer

17. From Daggett & McNulty

18. M
T
A
From Daggett & McNulty

19.  Purposeful work through publishing
 Wikis for student projects (Google Sites or wikispaces)
 Blogging for student interaction (Kidblog.org or Edmodo)
 VoiceThread to invite community feedback
 Gathering an audience
 Colleagues
 Other schools in the district
 Social networks
 Parents and relatives

20. 1 • EUs, EQs
• Knowledge, Skills
2 • Performance Assessments
• Other Assessments
3 • Learning
Activities

21. How are your activities building background
knowledge through experiences, inside and
outside the classroom?
How might one of your existing activities
change to incorporate opportunities for
transfer?
Where might technology support the work?

23. W here from, where to, why
Hook and hold
E xplore and experience, explain and equip
R eflect, rethink, revise
E valuate work and progress
T ailor and personalize the work
O rganize for optimal effectiveness

24. Wiggins, Grant, & McTighe, Jay. (1998). Understanding by Design. ASCD.
via Chuck McWilliams

25.  Seeing and hear points of view through critical
eyes and ears
 Seeing the “big picture”
Looks like …

26.  Showing metacognitive awareness
 Being aware of what we don’t understand
 Perceiving what shapes our own understanding
Looks like …

27.  Finding value in what others might find
odd, alien, or implausible
 Perceiving sensitivity on the basis of prior direct
experience
Looks like …

28.  Concept mapping (Smart Notebook, One
Note, LucidChart)
 Role play (Edmodo)
 Digital Storytelling (PhotoStory3, Pixie, Kerpoof)
 examples from the Parkway Film Festival
 Exit slips for parent and student (Wallwisher)
 Others?

29.  Blogging – to examine work as a whole
 Edmodo – to look at small pieces
 Smart Board – ungroup and move words, concepts
 Document camera + Smart Board – annotate and discuss
exemplary student examples
 Word – add comments (students access each other’s
work in L: drive)
 Others?

30.  What did you learn?
 What did you learn about x that I did not teach you?
 How did you learn it?
 How might you apply it in the future?

31. 1 • EUs, EQs
• Knowledge, Skills
2 • Performance Assessments
• Other Assessments
3 • Learning
Activities

32. What opportunities exist in your unit that
stretch students through
perspective, empathy, or self-knowledge?
How do you build in time for revision and
reflecting? What does that look like in your
unit?
Where might technology support the work?

33.  To what degree might our units help students
transfer their knowledge to other parts of their
lives?
 To what degree might our units help student
review and reconsider knowledge and skills
they have gained?
www.wallwisher.com/wall/lbdday2

34. “ Education should be an itch, not a scratch.”
-- Frank Lyman, 1992