1. HOW IS “WHERETO” LIKE AMERICAN IDOL? All rights reserved. This PowerPoint is intended for use in face- to-face presentation for Parkway School District, Maplewood Richmond Heights School District, and Bayless School District. For this purpose, materials in these sections may be reproduced. Any other use of these materials is prohibited, unless written permission is granted by Gwen Doty or Solution Tree. A wide variety of viewpoints and interpretations are expressed in this publication that are not necessarily official positions of this company. The materials in this presentation are based on the works of Grant Wiggins and Jay McTighe.

2. How is “WHERETO” Like American Idol?

3. Essential Questions Essential Questions What components of WHERETO will be most relevant to you? What components of WHERETO will be most relevant to you? How will you integrate WHERETO within your instructional design? How will you integrate WHERETO within your instructional design? Which instructional categories will be effective for your unit? Which instructional categories will be effective for your unit? How is WHERETO like American Idol? How is WHERETO like American Idol?

4. Current Knowledge? Current Knowledge? What do you know about WHERETO? Share your thoughts with a partner.

5. What is it? WHERETO is the FRAME that supports the planning and organization of a lesson design.

6. Identify Desired Results Analyze the standard Write essential questions Determine Evidence of Learning Use questions for assessment ideas Performance criteria Rubric Create Assessment Learning Experiences and Instructional Strategies WHERETO; Instructional Categories; Instructional Strategies

7. WHERETO 1. WHERE & WHY 2. HOOK & HOLD 3. EXPLORE & EQUIP 4. RETHINK, REVISE, & REFLECT 5. EXHIBIT & SELF- EVALUATE 6. TAILOR 7. ORGANIZE

8. TheAmerican Idol Comparison

9. W: Where and Why? W: Where and Why? Let students know WHERE they are headed and WHY. Demonstrate purpose and relevance in every task. Activate prior knowledge. Differentiation: Students not having prior knowledge must be provided with background knowledge.

10. H: Hook and Hold H: Hook and Hold How will you HOOK and HOLD students through engaging and thought- provoking experiences (i.e., emotional connections, problems, challenges] that point toward big ideas, essential questions, and performance tasks? Differentiation: “Hooks” may be varied depending on background knowledge.

11. What learning activities will help students to EXPLORE overarching ideas and essential questions? What learning activities will help students to EXPLORE overarching ideas and essential questions? How will you EQUIP students for their “final performance?” How will you EQUIP students for their “final performance?” Differentiate activities with modified content and/or process design. E: Explore and Equip E: Explore and Equip

12. R: Rethink, Revise, & Reflect R: Rethink, Revise, & Reflect How will you cause students to RETHINK and REVISE work so they develop deeper understandings. How will you cause students to RETHINK and REVISE work so they develop deeper understandings. How will you encourage students to metacognitively REFLECT on learning? How will you encourage students to metacognitively REFLECT on learning? Differentiation: Additional time and/or additional instruction with varied teaching practices. Differentiation: Additional time and/or additional instruction with varied teaching practices.

13. E: Exhibit and Self-Evaluate E: Exhibit and Self-Evaluate How will you provide ongoing opportunities for students to EXHIBIT and SELF- EVALUATE their work throughout the unit? How will you provide ongoing opportunities for students to EXHIBIT and SELF- EVALUATE their work throughout the unit? What will you put into place to EVALUATE student understanding throughout the unit? What will you put into place to EVALUATE student understanding throughout the unit? Differentiation: Throughout the instructional process, make adjustments to content and process as you evaluate progress and understandings. Differentiation: Throughout the instructional process, make adjustments to content and process as you evaluate progress and understandings.

14. T: Tailor T: Tailor Bring students to the standard expectations in a customized fashion. Content: Chunking assignments, varied materials. Process: According to learning styles, interests, needs (group vs. individuals) Product: Formative allows for various formats of demonstrations of learning.

15. O: Organize O: Organize What ORGANIZATIONAL patterns and sequences will foster the greatest depth of learning? What ORGANIZATIONAL patterns and sequences will foster the greatest depth of learning? –Step by step? –Student discovery? –Whole to part or part to whole?

16. A Process for Using the WHERETO Plan

17. Learning Experiences and Instructional Strategies WHERETO Instruction Categories Specific Strategies

18. Categories of Instruction: Didactic Teacher led, factual information, short chunks, step-by-step. Teacher led, factual information, short chunks, step-by-step. –Compare/Contrast –Graphic organizers –Advance Organizers –Demonstrations –Summarizing & Note Taking

19. Categories of Instruction: Coached Interactive, Indirect, collaborative, practice by doing. Interactive, Indirect, collaborative, practice by doing. –Cooperative Learning –Questioning –Problem Solving –Panels –Concept Mapping –Concept Attainment –Project Building

20. Categories of Instruction: Metacognitive  Self-directed; strategic thinking; self- reflective –Inquiry –Research Projects –Reflective Discussion –Learning Journals –Student Critiquing –Evaluating (i.e., author works)

21. Thinking Metacognitively Thinking Metacognitively WHERETO Instruction Categories Specific Strategies

22. How is WHERETO like American Idol?

23. WHERETO and AMERICAN IDOL both have an effective system based on best practices.