UbD Stage #3
Plan Learning Experiences
Plan Learning Experiences
Smart Learning Objectives
Specific - Measurable - Attainable - Results-focused - Time-focused
After completing this unit students will be able to the following:
1. Outline the components of the UbD template - Stage #3.
2. List and define the components of the WHERETO learning plan.
Specific - Measurable - Attainable - Results-focused - Time-focused
After completing this unit students will be able to the following:
1. Outline the components of the UbD template - Stage #3.
2. List and define the components of the WHERETO learning plan.
Understanding by Design
The last stage to cover in the Understanding by Design template (Wiggins and McTighe, 2011) describes the experiences and activities that will lead the students to the understandings that were set out in Stage #1. In defining these activities it also is important to keep alignment with the acceptable evidence as defined in Stage #2. However, since the UbD template is a fluid document, it is acceptable to delete, add or modify any of the other sections at any time. Achieving alignment throughout the document at the end of the process is the primary objective in the design of the unit. This will help assure that that understandings, meanings, knowledge, and skills can be attained by the students.
Understanding by Design - Stage #3
Plan Learning Experiences
Plan Learning Experiences
The "WHERETO" Learning Plan
The learning plan of experiences and activities defined in Stage #3 of the UbD are organized according to the WHERETO outline. The goal of this approach is to make the experiences in the class both engaging and effective. The material should be thought-provoking and drive the students to want to dive deeper into the subject. Of course, the main goal of teaching is to make the course successful so that the students become more competent, capable, and skillful.
There are seven elements of the WHERETO learning plan. The correspond mnemonically to the seven letters W-H-E-R-E-T-O.
The learning plan of experiences and activities defined in Stage #3 of the UbD are organized according to the WHERETO outline. The goal of this approach is to make the experiences in the class both engaging and effective. The material should be thought-provoking and drive the students to want to dive deeper into the subject. Of course, the main goal of teaching is to make the course successful so that the students become more competent, capable, and skillful.
There are seven elements of the WHERETO learning plan. The correspond mnemonically to the seven letters W-H-E-R-E-T-O.
- W - Explain What is expected of the students, Where the course material will lead them, and Why the information and understanding they will gain is important.
- H - Set up a Hook for the students to spark their interest and enthusiasm for learning. This may be done by relating the course content to something meaningful or personal for the students.
- E - Define the Experiences and other activities that the students will encounter during the course which will lead them to make meaning of the material and establish their own understanding.
- R - Provide opportunities for students to Rethink, Revise, and Reflect what they have learned and what understandings they still lack. In this, it may be helpful to center the six facets of understanding that were detailed in Stage #2, namely, Explanation, Interpretation, Perspective, Self-Knowledge, Empathy, and Application. Incorporate formative feedback to the students in the lesson plan.
- E - Students should Evaluate their own learning and understanding during the learning unit to develop metacognitive skills indicative of good habits of mind. Explicit opportunities for self-assessment should be incorporated into the learning plan.
- T - Tailor the learning plan for the variety of learners that will be in the class. Both the experiences and the assessments may be adjustable to suit the preferences of the students objectives and learning styles. The best learning plans utilize a variety of modalities. However, the learning objectives defined in Stage #1 of the UbD template are not modified by tailoring the learning experiences.
- O - Design the learning plan to be Organized. The sequence of individual learning experiences should be ordered so that students can continually apply what they have just learned to new information. The plan should be derived from the learning objective and include assessments (formative and summative), means of adjusting the experiences, and a meaningful conclusion.
The short video below will guide you through the Stage #3 section of the UbD template to highlight the various sections discussed above.
References
Wiggins, G. and McTighe, J. (2011) The understanding by design guide to creating high-quality units. Alexandria, Virginia, ASCD.
Wiggins, G. and McTighe, J. (2011) The understanding by design guide to creating high-quality units. Alexandria, Virginia, ASCD.