Adapted from: Wiggins, Grant and McTighe, J. (2005) Understanding by Design. Upper Saddle River, NJ:
Prentice Hall Inc.
What key knowledge and skills will the learner acquire as a result of this activity?
What should learners be able to do as a result of such knowledge?
Through what type(s) of performance tasks will learners demonstrate the desired understandings?
By what criteria will performances of understanding be judged?
A performance task is authentic if it
is realistic
requires judgment and innovation
asks learners to do the subject
replicates or stimulates the contexts in which adults are tested in the workplace
Other Evidence:
Through what other evidence will learners demonstrate achievement of the desired results?
- Pre-assessment/Post-assessment
- Individual/Group
- Formal/Informal
What learning experiences and instruction will enable learners to achieve the desired results?
WHERETO:
-
W
H
E
Ensure that learners understand WHERE the activity is headed and WHY
HOOK learners in the beginning and HOLD their attention throughout
EQUIP learners with necessary experiences, tools, knowledge, and knowhow to meet performance goals
Provide students with numerous opportunities to RETHINK big ideas,
REFLECT on progress, and REVISE their work
Build in opportunities for learners to EVALUATE progress and selfassess
Be TAILORED to reflect individual talents, interests, styles, learning
intelligences, and needs
Be ORGANIZED to optimize deep understanding as opposed to
superficial coverage
Title: _______________________________________
OUTREACH FORMAT
Formal: Grade Level: _________________
Informal: Audience: __________________
Impact Category:
Setting:
___
___
___
___
___
Understandings:
What are the big ideas?
What specific understandings about the big ideas are desired?
Levels of understanding:
o Explain - (Describe Express Justify Predict - Synthesize)
o Interpret (Be aware of Realize Recognize Reflect -Self-assess)
o Apply (Build Create Design Perform Solve)
o Perspective (Analyze Argue Compare Contrast Infer)
o Empathize (Assume role of Consider Imagine Relate Role play)
o Self-Knowledge (Be aware of Realize Recognize Reflect -Self-assess)
Essential Questions:
What provocative questions will foster inquiry, understanding, and transfer of learning?
Provocative questions:
- have no one obvious right answer
- raise other important questions
- address the philosophical or conceptual foundations of a discipline
- recur naturally
are framed to provoke and sustain learner interest
Knowledge
Engagement
Attitude
Skills
Other:
Other Evidence:
Through what other evidence will learners demonstrate achievement of the desired results?
Pre-assessment/Post-assessment
Individual/Group
Formal/Informal
W
H
E
Ensure that learners understand WHERE the activity is headed and WHY
HOOK learners in the beginning and HOLD their attention throughout
EQUIP learners with necessary experiences, tools, knowledge, and knowhow to meet performance goals
Provide students with numerous opportunities to RETHINK big ideas,
REFLECT on progress, and REVISE their work
Build in opportunities for learners to EVALUATE progress and selfassess
Be TAILORED to reflect individual talents, interests, styles, learning
intelligences, and needs
Be ORGANIZED to optimize deep understanding as opposed to
superficial coverage
Adapted from: Wiggins, Grant and McTighe, J. (2005) Understanding by Design. Upper Saddle River, NJ: Prentice Hall
Inc.
Impact Category:
___ Knowledge
_X_ Engagement
___ Attitude
_X_ Skills
___ Other:
Understandings:
Learner will understand that:
a. pre-planning is an important component of a building construction process
b. architects and engineers must consider several factors when designing a structure
Essential Questions:
What type of design considerations are required to construct a stable and free-standing
structure using a limited amount of material and money?
Other Evidence:
Can identify and explain why some structures a have better design construction than others.
Adapted from: Wiggins, Grant and McTighe, J. (2005) Understanding by Design. Upper Saddle River, NJ: Prentice Hall
Inc.
Title: ______________________________________
OUTREACH FORMAT
Formal: Grade Level: _________________
Informal: Audience: __________________
Impact Category:
Setting:
Understandings:
Essential Questions:
___
___
___
___
Knowledge
Engagement
Attitude
Skills
Other Evidence:
Adapted from: Wiggins, Grant and McTighe, J. (2005) Understanding by Design. Upper Saddle River, NJ: Prentice Hall
Inc.