The following model and graphic organizer was developed based on the model from Strong Start, Great Teacher in New South Wales, Australia.
Stage 1 Stage 2 Stage 3
Focuses on identifying what Focuses on evidence of learning by Focuses on what learning activities students will understand, will know assessment. will lead to the desired results and will be able to do Description Identify the desired Plan performance Plan learning results for students tasks and evidence activities that will Establish the overall understanding that lead students to the goal(s) of the is required desired results learning Performance tasks sequence/unit using determine what the CCSS students will demonstrate in the unit and what evidence will prove their understanding This can include self- reflections and self- assessments on learning Design What should What is the evidence What learning Questions students come away of desired results activities promote understanding, (i.e., desired understanding, knowing, and able to understanding)? knowledge, skill, and do? student interest? Design CCSS Six facets of Research-based Considerations Teacher expertise understanding: repertoire of and interest explanation, learning and teaching interpretation, strategies. application, Essential and enabling perspective, knowledge and skills. empathy, self- knowledge Filters (Design Enduring ideas Valid, reliable, Where and why Criteria) Opportunities for authentic, and Hook and hold authentic, discipline- sufficient Explore, experience, based work assessment enable, equip Reflect, rethink, revise Evaluate work and progress Tailor and personalize the word Organize for optimal effectiveness Results in: A unit or sequence A unit or sequence Coherent learning of lessons framed of lessons anchored experiences & around enduring in credible and vital teaching that evoke understanding and evidence of the and develop the essential questions desired desired understanding understandings, promote interest, and make excellent performance more likely