Understanding by Design Stage 3 Based on the work of: Jay McTighe and Grant Wiggins Copyright (C) 1998 by the Association for Supervision and Curriculum Development. All rights reserved.

Ponder this with a partner… Can students be engaged, but not learning?

Rubrics A rubric is a set of scoring guidelines for evaluating student work. Rubrics answer these questions: –By what criteria should performance be judged? –Where should we look and what should we look for to judge performance success? –How do we determine validly, reliably, and fairly what score should be given and what that score means?

Rubrics & Performance Tasks Rubrics provide the essential link between desired results and student work. Rubrics communicate the important qualities in a product or performance. Rubrics communicate the criteria by which student work will be assessed. Rubrics create an opportunity for meaningful, focused dialogue with students about their work- before, during, and after production.

WebQuests Choices –Explore WebQuests online Or go to and enter WebQuest + your topic to find existing performance taskswww.google.com –Continue to work on new GRASPS of your own –Continue to work on new WebQuests of your own

Online Rubric Makers Go online to create your own custom rubric – – select RubiStarwww.4teachers.org or, go to and type rubric into the search field to find other optionswww.google.com

Video Minds of Their Own – college students exhibiting their lack of understanding…

Copyright (C) 1998 by the Association for Supervision and Curriculum Development. All rights reserved. Stage 3 in a Nutshell Intentional planning of lessons that are engaging and effective. Helps students achieve the targeted Enduring Understandings. Guides students in answering Essential Questions. Just because a lesson is engaging, doesn’t mean it is effective in leading to understanding.

Copyright (C) 1998 by the Association for Supervision and Curriculum Development. All rights reserved. Do the activities explain by themselves where are your students heading and why? Do the activities hook your students through engaging, thought provoking experiences? Do the activities help students explore the ideas or issues to make them real? Do the activities cause students to reflect and rethink- to dig deeper into the core idea? Do the activities allow for students to evaluate their understanding through a product or performance?

WHERE Use WHERE to “filter” the activities from the unit presented this morning. See UbD page 214 as a guide

Why WHERE? What is the benefit of asking the WHERE questions while planning activities in Stage 3? Share with a table partner

Work Time Enduring understandings Essential questions Performance tasks –WebQuests and GRASPS WHERE activities Prepare for final sharing

Peer Review Everyone will be given the opportunity to share the early stages of your unit in progress You will have a maximum of 5 minutes to share your unit in your table groups Describe your unit, EQ’s, EU’s, Performance Tasks, and WHERE After table groups have shared, each group will choose one person to share out to the large group