Understanding by Design: Stage 1North Penn School DistrictMarch 25, 2011

Understanding…by design• Genuine understanding is our goal in education-not just simple

knowledge. For transfer of learning and long term retention, planning is the key.

• According to Wiggins & Mc Tighe, this is accomplished through a three stage process:

• Stage one: Identifying desired results (this is today’s focus)

• Stage two: Determining acceptable evidence

• Stage three: Strategically planning learning activities to ensure success on the assessment & long term retention of information

Not by chance...

Stage 1: Curriculum Clarity: What do we

want students to KNOW and Be Able

to Do?

Stage one is accomplished by identifying desired outcomes (based on the standards) and articulating them with Big Ideas, and Essential Questions.

A complementary relationship.

Big Idea: an abstract and transferrable concept, theme, or process at the heart of a

subject or topic. (adaptation, survival)

Essential Question

Understanding: a full sentence generalization, specifying what we want

students to come to understand about the Big Idea (Living organisms adapt to survive

harsh environments.)

Topic or Content Standard

SAS h

as combined

these tw

o

elements

Big Ideas

• A BIG IDEA is an abstract and transferable concept, theme, or process at the heart of a subject or topic. When joined with an ENDURING UNDERSTANDING, it becomes a full sentence generalization, specifying what we want students to come to understand about the Big Idea.

• SAS defines Big Ideas as: Declarative statements that describe concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students.

• An idea is “big” if it helps us make sense of lots of confusing experiences and seemingly isolated facts. It’s like the picture that connects thedots or a simple rule of thumb in a complex field.

Big Ideas/Enduring Understandings• Enduring understandings are made up of the

concepts, principles, and theories that we weave many facts into revealing and useful patterns. They involve the (few) organizing priority ideas that enable us to make sense of past lessons, conduct current inquiry and create new knowledge. P. 115 WB

• Can transfer to other topics, fields, and adult life.• Is usually not obvious, often counterintuitive,

and easily misunderstood.• May provide a conceptual foundation

for basic skills.• Is deliberately framed as a

generalization- “themoral of the story.”

Essential Questions

• According to SAS, Essential Questions are: • Questions connected to the SAS framework and are

specifically linked to the Big Ideas. They should frame student inquiry, promote critical thinking, and assist in learning transfer.

• Wiggins & Mc Tighe definition of an EQ:• A provocative and arguable question

designed to guide inquiry into the Big Ideas. • By actively exploring the Essential

Questions, students develop and deepentheir understanding.

To Summarize Stage OneDesired Results: What do we want students to Know and Be Able to Do?

• Pennsylvania Academic Standards

• Common Core Standards

• Content and Skills

Goals/Outcomes

• Statements that provide context for the content & skills.

Big Ideas

• Questions with no right or wrong answers. They provide access to explore the Big Ideas.

Essential Questions

Quote from NPHS High School SS teacher

“…Anyway, if I use these [Essential Questions, Big Ideas] to guide the lesson, it becomes much more interesting, opens up more possibilities, and increases the rigor. I also find that I don't have to try to force the activity to fit a rigid "legislative framework." I mean I don't have to try to perfectly simulate a standing committee hearing or a conference committee in the classroom, which doesn't work very well anyway. It really does improve the entire lesson. And...drum roll here... it's invigorating as an instructor. I don't remember the last time I was working on a lesson plan or e-mailing an administrator at 5:30 in the evening!”

From an email dated 3/23/11

Question for you…•Is there a specific sequence for completing Stage 1?

Wiggins & Mc Tighe say “NO”

• They have observed a number of successful approaches. Some people begin with established goals, then develop the Big Ideas (EUs) and Essential Questions and finish by listing the knowledge and skills objectives.

• Others prefer to start with Goals, move to Knowledge and Skills and then consider theBig Ideas (EUs) and Essential Questions.

• Another option is to begin by developing Essential Questions linked to the topic and then completing the other sections.

The most important thing is the outcome-

a coherent Stage 1 design with all of the elements aligned.

The process is flexible.

p. 131 workbook

• Examples from SAS • Specific examples from SAS of the Big Ideas &

Essential Questions (along with content, competencies, and eligible content) in your subject area have also been provided.

• Examples from Wiggins & Mc Tighe • Additional information has been provided

from the Understanding by Design Workbook- in your subject area.

Examples

Let’s practice…

Please locate the paper entitled “Unpacking Goals- Method 1: Math.”

Unpacking Goals- Method 1 MATHEstablished Goals: All students will connect mathematics to other learning by understanding the interrelationships of mathematical ideas and the roles that mathematics and mathematical modeling play in other disciplines and in life.

Stated or implied Big Ideas in the NOUNS and ADJECTIVES: Mathematical modeling in various disciplines and life

Stated or implied real-world performances in the VERBS:Examples of effective mathematical modeling of real-life data or phenomenaCritically review a mathematical model for its appropriateness to a given real-life situation

Understandings: Students will understand that…* Mathematical models simplify and connect phenomena so that we might better understand them.* Mathematical models must be viewed critically so that they do not distort or mislead.

Essential Questions: • In what ways is mathematical modeling useful?• How do you know if your model is a good one?• What are the limits of mathematical modeling?

Performance Task Ideas:* Have students create a mathematical model for a selected real-world situation (e.g. seasonal temperatures)Have students critically review a mathematical model for its appropriateness to a given situation (e.g. Mercator Projection for representing the globe in two dimensions)

Unpacking Goals- Method 1 Language ArtsEstablished Goals: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.

Stated or implied Big Ideas in the NOUNS and ADJECTIVES:

Stated or implied real-world performances in the VERBS:

Understandings: Students will understand that…

Essential Questions:

Performance Task Ideas:

Independent Practice

•Using the prompts on the pink worksheet provided, and bearing in mind the our guided practice, please choose a standard to unpack. Then use the worksheet as a guide to craft an original Big Idea that corresponds to an Essential Question.

Log on to SAS

Questions…Problems…ConcernsMore Practice??