Welcome - Understanding by Design (UbD) Stage #3
SMART Learning Objectives
![Learning Objectives](/uploads/7/0/1/9/70199053/dart-board-final.jpg?376)
Upon completing this workshop, participants should be able to:
1. Describe methods students can rethink, revise, and refine their unit understanding to achieve better results.
2. Define "Diagnosis" and how it helps instructors discover what students may already know.
3. Apply the acronym "WHERETO" when completing your version of the Stage #3 template.
4. Understand the 16 facets of "Habits of Mind" and how to incorporate the habits into any UbD unit.
5. Incorporate method of self-regulation in Stage #3 that will allow students to reflect on learning experiences.
1. Describe methods students can rethink, revise, and refine their unit understanding to achieve better results.
2. Define "Diagnosis" and how it helps instructors discover what students may already know.
3. Apply the acronym "WHERETO" when completing your version of the Stage #3 template.
4. Understand the 16 facets of "Habits of Mind" and how to incorporate the habits into any UbD unit.
5. Incorporate method of self-regulation in Stage #3 that will allow students to reflect on learning experiences.
![Stage 3 Overview](/uploads/7/0/1/9/70199053/stage-3-overview-photo_1.jpg?375)
UbD Stage #3 Overview - Plan Learning Experiences
Stage 3 of Understanding by Design provides a thorough outline of the learning plan. Stage 3 does not involve constructing detailed lesson plans covering every learning event or text book detail of the unit, but seeks to ensure what and how the unit lesson is taught logically follows and aligns with Stage 1 and 2 goals. The goal of any educational endeavor is to make the experience both engaging and effective. An engaging learning experience should be meaningful, thought provoking, and energizing to intrigue the student so they become psychologically and emotionally invested in the learning. Effective learning is successful learning that achieves the desired results and causes the learner become more skillful and intellectually capable.
To achieve an engaging and effective educational experience, Stage 3 incorporates pedagogical best practices used in instructional design that are captured by elements the acronym WHERETO. It stands for:
W: Students understand the where and why of a unit’s direction.
H: Hook the student’s interest at the onset of the unit and hold their attention.
E: Equip students with knowledge, experiences, and tools to meet unit performance goals.
R: Provide numerous opportunities for students to rethink and reflect on their progress and revise their work as needed.
E: Provide opportunities for students to evaluate their progress. Allow them to self-assess and adjust using formative assessment.
T: Because classes contain students with diverse learning styles, tailor the learning plan to accommodate these styles without compromising Stage 1 and 2 goals.
O: Organize, or sequence the unit for maximum effectiveness and engagement.
In Stage 3, WHERETO serves as an analytic brainstorming tool and set of benchmarks that can be used as a checklist for building the final learning plan. It is not intended to be used as a step-by-step sequential guide, and can be used in any order (Wiggins & McTighe, 2012).
Stage 3 of Understanding by Design provides a thorough outline of the learning plan. Stage 3 does not involve constructing detailed lesson plans covering every learning event or text book detail of the unit, but seeks to ensure what and how the unit lesson is taught logically follows and aligns with Stage 1 and 2 goals. The goal of any educational endeavor is to make the experience both engaging and effective. An engaging learning experience should be meaningful, thought provoking, and energizing to intrigue the student so they become psychologically and emotionally invested in the learning. Effective learning is successful learning that achieves the desired results and causes the learner become more skillful and intellectually capable.
To achieve an engaging and effective educational experience, Stage 3 incorporates pedagogical best practices used in instructional design that are captured by elements the acronym WHERETO. It stands for:
W: Students understand the where and why of a unit’s direction.
H: Hook the student’s interest at the onset of the unit and hold their attention.
E: Equip students with knowledge, experiences, and tools to meet unit performance goals.
R: Provide numerous opportunities for students to rethink and reflect on their progress and revise their work as needed.
E: Provide opportunities for students to evaluate their progress. Allow them to self-assess and adjust using formative assessment.
T: Because classes contain students with diverse learning styles, tailor the learning plan to accommodate these styles without compromising Stage 1 and 2 goals.
O: Organize, or sequence the unit for maximum effectiveness and engagement.
In Stage 3, WHERETO serves as an analytic brainstorming tool and set of benchmarks that can be used as a checklist for building the final learning plan. It is not intended to be used as a step-by-step sequential guide, and can be used in any order (Wiggins & McTighe, 2012).
UbD Stage #3 Template Overview
![Troubleshooting Mechanic](/uploads/7/0/1/9/70199053/where-what-and-why.jpg?374)
Section 1 - Where, Why, What
The first W in WHERETO represents where, why, and what.It answers the questions of where the unit is headed in terms of goals and priorities, why a student needs to know the information, and what the expected outcome is in terms of expectations and relevant benefits, and diagnoses students’ preexisting knowledge of the subject (Wiggins & McTighe, 2012).
The template outlines these answers in the following format:
The first W in WHERETO represents where, why, and what.It answers the questions of where the unit is headed in terms of goals and priorities, why a student needs to know the information, and what the expected outcome is in terms of expectations and relevant benefits, and diagnoses students’ preexisting knowledge of the subject (Wiggins & McTighe, 2012).
The template outlines these answers in the following format:
![Goals](/uploads/7/0/1/9/70199053/1-goals.jpg?652)
Goals (SMART Learning Objectives)
Goals are the expected learning outcomes of the unit. These outcomes are stated in the form of SMART learning objectives that are specific, measurable, attainable, results-focused, and time-focused (Wiggins & McTighe, 2012).
Goals are the expected learning outcomes of the unit. These outcomes are stated in the form of SMART learning objectives that are specific, measurable, attainable, results-focused, and time-focused (Wiggins & McTighe, 2012).
![Relevance](/uploads/7/0/1/9/70199053/2-relevance.jpg?652)
Relevance
Relevance describes the unit’s rationale. It explains benefits to the students and how learned concepts can be used or applied in situations beyond the classroom.It’s the student’s “what’s in it for me” part of the template (Wiggins & McTighe, 2012).
Relevance describes the unit’s rationale. It explains benefits to the students and how learned concepts can be used or applied in situations beyond the classroom.It’s the student’s “what’s in it for me” part of the template (Wiggins & McTighe, 2012).
![Diagnosis](/uploads/7/0/1/9/70199053/3-diagnisis.jpg?652)
Diagnosis
Diagnosis provides a method of determining what a student already knows about the unit’s content before taking the course.This can be achieved by the use of pre-tests at the beginning of the unit.To ensure students are staying on track during the course of the unit, quizzing and peer-instruction observation can be used to detect misconceptions and provide a means of course correction (Wiggins & McTighe, 2012).
Diagnosis provides a method of determining what a student already knows about the unit’s content before taking the course.This can be achieved by the use of pre-tests at the beginning of the unit.To ensure students are staying on track during the course of the unit, quizzing and peer-instruction observation can be used to detect misconceptions and provide a means of course correction (Wiggins & McTighe, 2012).
![Hook and Hold](/uploads/7/0/1/9/70199053/4-hook-and-hold.jpg?652)
Section 2 - Hook and Hold
The second section of Stage 3 template is Hook and Hold.It is a method of strategizing ways to hook the student’s interest and hold their attention throughout the unit. Methods of hooking and holding include presenting a challenge to the students about the unit, presenting odd facts, mysteries, problems or issues, sharing a personal experience, or presenting an experimental shock that instantly grabs their attention (Wiggins & McTighe, 2012).
The second section of Stage 3 template is Hook and Hold.It is a method of strategizing ways to hook the student’s interest and hold their attention throughout the unit. Methods of hooking and holding include presenting a challenge to the students about the unit, presenting odd facts, mysteries, problems or issues, sharing a personal experience, or presenting an experimental shock that instantly grabs their attention (Wiggins & McTighe, 2012).
![Picture](/uploads/7/0/1/9/70199053/5-hook-and-hold-tech.jpg?652)
Hook and Hold - Technology
The use of technology is another method of hooking and holdings students’ interest.Today, technology is a part of our daily lives in the form of cell phones and computers. Its use in the classroom can enhance learning while providing a feeling of familiarity. The use of technology can also help students learn at their own pace, which ties in to the “tailored” section of the Stage 3 template (Wiggins & McTighe, 2012).
The use of technology is another method of hooking and holdings students’ interest.Today, technology is a part of our daily lives in the form of cell phones and computers. Its use in the classroom can enhance learning while providing a feeling of familiarity. The use of technology can also help students learn at their own pace, which ties in to the “tailored” section of the Stage 3 template (Wiggins & McTighe, 2012).
![Experience and Explore](/uploads/7/0/1/9/70199053/6-experience-and-explore.jpg?652)
Section 3 - Equip, Experience, and Explore
The first E in WHERETO is to equip students and provide learning experiences to uncover, or make meaning of the ideas so they can transfer their learning autonomously in real world applications.One method used to help learners understand more deeply is through scaffolded instruction, where teachers use a tiered teaching structure that could include think-alouds, graphic organizers, models, and self-assessments to scaffold meaning and transfer (Wiggins & McTighe, 2012).
The first E in WHERETO is to equip students and provide learning experiences to uncover, or make meaning of the ideas so they can transfer their learning autonomously in real world applications.One method used to help learners understand more deeply is through scaffolded instruction, where teachers use a tiered teaching structure that could include think-alouds, graphic organizers, models, and self-assessments to scaffold meaning and transfer (Wiggins & McTighe, 2012).
![Rethink, Revise, Refine](/uploads/7/0/1/9/70199053/7-rethink-revise-refine.jpg?652)
Section 4 - Rethink, Revise, and Refine
This section of the template highlights the importance of having students reconsider the big ideas of the unit to challenge prior understandings and solidify initial new understandings. It helps students improve products and performances through revision. Ways to facilitate rethinking are to have students shift perspective, play devil’s advocate, conduct research, or reconsider key assumptions. Schedule opportunities for students to revise their work using peer critiques, self-assessment, and performance rehearsals (Wiggins & McTighe, 2012).
This section of the template highlights the importance of having students reconsider the big ideas of the unit to challenge prior understandings and solidify initial new understandings. It helps students improve products and performances through revision. Ways to facilitate rethinking are to have students shift perspective, play devil’s advocate, conduct research, or reconsider key assumptions. Schedule opportunities for students to revise their work using peer critiques, self-assessment, and performance rehearsals (Wiggins & McTighe, 2012).
![Feflect and Self-Regulate](/uploads/7/0/1/9/70199053/8-reflect-and-self-regulate.jpg?652)
Reflect and Self-Regulate
Build time in the unit for students to reflect and self-regulate to improve metacognition. Techniques to support reflection include exit slips where the student writes down one key take-away they gained from the day’s lesson, having the student capture their weekly learning highlight by writing their main learned insight and posting it in a shared space, or maintaining a daily reflection journal to document what they’ve learned (Wiggins & McTighe, 2012).
Build time in the unit for students to reflect and self-regulate to improve metacognition. Techniques to support reflection include exit slips where the student writes down one key take-away they gained from the day’s lesson, having the student capture their weekly learning highlight by writing their main learned insight and posting it in a shared space, or maintaining a daily reflection journal to document what they’ve learned (Wiggins & McTighe, 2012).
![Evaluate](/uploads/7/0/1/9/70199053/9-evaluate.jpg?652)
Section 5 - Evaluate - Formative Feedback
The second E in WHRETO is to evaluate in the form of formative feedback.There are various forms of feedback that can help students assess, correct, and improve their own work. Evaluation is vital to allow the student to reflect on their own thinking and learn to monitor its effectiveness. Formative feedback includes self-assessment to reflect on the student’s own strengths, weakness, and self-realized areas of improvement. Peer review is another form of feedback that allows students to receive a critical review that may uncover weak areas unrealized by the student themselves. Instructor feedback, with the opportunity to correct mistakes, is another valuable way to help students receive correction from “the source” and incorporate suggestions for improvement in the students’ work (Wiggins & McTighe, 2012).
The second E in WHRETO is to evaluate in the form of formative feedback.There are various forms of feedback that can help students assess, correct, and improve their own work. Evaluation is vital to allow the student to reflect on their own thinking and learn to monitor its effectiveness. Formative feedback includes self-assessment to reflect on the student’s own strengths, weakness, and self-realized areas of improvement. Peer review is another form of feedback that allows students to receive a critical review that may uncover weak areas unrealized by the student themselves. Instructor feedback, with the opportunity to correct mistakes, is another valuable way to help students receive correction from “the source” and incorporate suggestions for improvement in the students’ work (Wiggins & McTighe, 2012).
Section 6 - Tailored
In the Tailored section of the Stage 3 template, strategies are offered for tailoring the learning content as needed to support a diverse background of student learning styles, experiences, abilities, and interests, while keeping the original Stage 1 goals in mind. These strategies address learner readiness, learning profile, and interests by offering ways to tailor the instruction of content, process of delivery, variability of end product, and student learning environment (Wiggins & McTighe, 2012).
In the Tailored section of the Stage 3 template, strategies are offered for tailoring the learning content as needed to support a diverse background of student learning styles, experiences, abilities, and interests, while keeping the original Stage 1 goals in mind. These strategies address learner readiness, learning profile, and interests by offering ways to tailor the instruction of content, process of delivery, variability of end product, and student learning environment (Wiggins & McTighe, 2012).
![Tailored](/uploads/7/0/1/9/70199053/10-tailored.jpg?652)
Content, Process, Product, and Environment
Methods of varying unit content to vary input can include matching terms to definitions, reading to the class then asking relevant questions, using PowerPoint presentations, and providing content orally, visually, and in writing. The process of delivery includes textbooks for visual and word learners, audio books for auditory learners and web-based interactive assignments for kinesthetic learners. Provide learners the option to submit end products that support common learning goals.These products can include written assignments, graphic organizers, or dioramas. Finally, provide an environment that is conducive to learning in both classroom and hands-on settings. Allow students to work independently during class time, or form groups if requested. Make sure temperature and lighting are at appropriate levels for human comfort to prevent distraction and facilitate learning (Wiggins & McTighe, 2012).
Methods of varying unit content to vary input can include matching terms to definitions, reading to the class then asking relevant questions, using PowerPoint presentations, and providing content orally, visually, and in writing. The process of delivery includes textbooks for visual and word learners, audio books for auditory learners and web-based interactive assignments for kinesthetic learners. Provide learners the option to submit end products that support common learning goals.These products can include written assignments, graphic organizers, or dioramas. Finally, provide an environment that is conducive to learning in both classroom and hands-on settings. Allow students to work independently during class time, or form groups if requested. Make sure temperature and lighting are at appropriate levels for human comfort to prevent distraction and facilitate learning (Wiggins & McTighe, 2012).
Section 7 - Organized
The final section of the template addresses how the learning will be organized. Organization not only influences unit effectiveness, but also student engagement. The proper flow of learning activities influences the learners’ ability to make meaning and transfer the learning, as well as enhancing their engagement (Wiggins & McTighe, 2012).
The final section of the template addresses how the learning will be organized. Organization not only influences unit effectiveness, but also student engagement. The proper flow of learning activities influences the learners’ ability to make meaning and transfer the learning, as well as enhancing their engagement (Wiggins & McTighe, 2012).
Organized to Develop Habits of Mind
![Org for Habits of Mind](/uploads/7/0/1/9/70199053/11-organized-for-habits-of-mind_1.jpg?652)
As educators, actively developing student’s practice Habits of Mind help support transfer and application.Habits of Mind consist of 16 life-related skills needed in daily life to support resiliency, insightfulness, perseverance, and creativity (Costa & Kallick, 2000). Habits of mind integrated in this Stage 3 template includes organizing activates that encourages students to think flexibly, gather data using all of their senses, apply past knowledge to new situations, and exercise persistence when performing classroom and hands-on tasks (Wiggins & McTighe, 2012).
![Organized for Tech](/uploads/7/0/1/9/70199053/12-organized-for-tech-skills.jpg?652)
Organized to Develop Technology Skills
Organizing a unit to develop technology skills is also important in the 21st century classroom. These skills should be introduced separately to help students understand the use and application of the technology itself. This section of the template includes organization for technology introduction, use, and analysis if data (Wiggins & McTighe, 2012).
Organizing a unit to develop technology skills is also important in the 21st century classroom. These skills should be introduced separately to help students understand the use and application of the technology itself. This section of the template includes organization for technology introduction, use, and analysis if data (Wiggins & McTighe, 2012).
![Org to Analyze Data](/uploads/7/0/1/9/70199053/13-organized-for-tech-data-analyize.jpg?652)
Organized to Use Technology to Analyze Data
Data derived from technology is also sequenced. Once the data is obtained, it will be analyzed for accuracy against known values. Feedback will be provided to the student to allow for correction of deficiencies, and metrics maintained to analyze trends. Recurring errors will be examined, corrected, and instruction adjusted to improve future instruction (Wiggins & McTighe, 2012).
Data derived from technology is also sequenced. Once the data is obtained, it will be analyzed for accuracy against known values. Feedback will be provided to the student to allow for correction of deficiencies, and metrics maintained to analyze trends. Recurring errors will be examined, corrected, and instruction adjusted to improve future instruction (Wiggins & McTighe, 2012).
UbD Template Upload - Stage #3
Below is the UbD stage #0 - #3 template used as an organizer for completing effective unit plans. This version contains a completed Stage #0 - Stage #3.
Below is the UbD stage #0 - #3 template used as an organizer for completing effective unit plans. This version contains a completed Stage #0 - Stage #3.
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UbD Stage #3 Template Video
Check out this YouTube Video to see an interactive version of how to complete Stage #3 of the UbD template.
Check out this YouTube Video to see an interactive version of how to complete Stage #3 of the UbD template.
Stage #3 Formative Assessment
Apply your knowledge of learned concepts for UbD Stage #3 - Plan Learning Experiences, in the quiz below:
Apply your knowledge of learned concepts for UbD Stage #3 - Plan Learning Experiences, in the quiz below:
References
Costa, A. L. & Kallick, B. (2000). Discovering & exploring habits of mind. A developmental series, book 1. Alexandria, VA: Association for Supervision and Curriculum Development, A. V.
Wiggins, G.P., & McTighe, J. (2012) The understanding by design guide to advanced concepts in creating and reviewing units. Alexandria, VA: ASCD.
Wiggins, G.P., & McTighe, J. (2012) The understanding by design guide to advanced concepts in creating and reviewing units. Alexandria, VA: ASCD.