Stage 3

Learning Experiences

We have clarified what we considered our Desired Results (Stage 1), and we have planned for aligned assessments (Stage 2) for this unit. It is now time to consider the appropriate learning activities (Stage 3) needed to get the learners where they need to go.

What do learners need, given the Desired Results?

What is the best use of time spent in and out of the classroom, given the assessment goals?

As Wiggins and McTighe state on page 192 in their book Understanding by Design:

"As we have said from the beginning, the challenge is to think less about the 'teachings' and more abou the 'learnings' sought. Regardless of our teaching strengths, preferred style, or comfortable habits, the logic of backward design requires that we put to the test any proposed learning activity, including 'teaching,' against the particulars of Stages 1 and 2."

These learning activities will be purposefully planned to allow students to become equipped, to explore, to experience the learning whilst also receiving descriptive feedback from their teacher and peers so their learning moves forward. Students use this feedback to take ownership of their learning and reach success.

As in the two previous stages, you will will do some learning, reflecting and then the designing.

All arrows need to go back to the Desired Results and Acceptable Evidence

Please review and complete the sections below:

SPRING UNITS - PRACTIONER PROJECTS by Name

1. READ (recommended) Chapter 9: "Planning for Learning" pages 197-222 in Understanding by Design, 2nd Edition (Wiggins and McTighe) which reviews the WHERETO acronym for effective instructional planning.

2. REFLECT on WHERETO in regards to your Unit you are refining to intentionally set students for deeper engagement and personalization.

3. RESPOND in Google Groups your start of Stage 1-3 assignment. This means:

Now that you have reviewed your unit for updates needed and ensured your "enduring understandings" and "essential questions," ensure improvements are made to improve STAGE 1 of the unit. Now let's think through the Stage 1-3 assignment for the unit. truly uncover the WHY the learning matters, it's time to put the Stage 1-3 together. This is the Spring 2022 Stage 1-3 assignment. This doc will be used to support you, brainstorm ideas with you, connect you with others to make this unit deeper learning and more engaging for students during the final two meetings of the Practioner course

Copy Stage 1-3 assignment (do not edit this copy) - Name it starting with your last name - then move it to THIS FOLDER.

Before the March 23 meeting, use your named Stage 1-3 assignment to complete stage 1 and have some parts of Stage 2-3 completed for your unit, as follows:

Complete Stage 1 (link the unit)

Complete Stage 2 (link the assessment folder with this unit, giving BJM access to the unit - This can be lined on the Assignment Doc above) Hopefully the names of each indicate formative vs. summative and elude to the learning/topic it measures so others who are supporting you can easily navigate. Ask yourself, does this assessment type truly measure the type of learning/depth of learning expected? If not, align the measure to the DOK/type of learning)

Complete Stage 3 - (complete the WHERETO chart on the Assignment Doc above)Stage 2 and 3 sometimes are not completed in order. For example, you see a learning task that is needed and you find there is not a measure/evidence to collect on the learning. So then you must go back to Stage 3 to improve the evidence/measure.

Again, there is no need to have it all figured out this month for Stages 2 3. You will use upcoming Practitioner meetings to share your work to date and collect valuable insights from others in our class/on our Zoom to further improve your work.

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