You can start at any stage
Can start with an existing unit and then build upon or refine it for your own needs
Sometimes good to begin with a key resource, like a kit or pre-planned assignment
Take these starting points and link them to specific purposes
Begin with content standards
Look for key nouns
Identify key knowledge and skill called for by content standards
Ask what essential questions flow from or point to standard?
Consider key verbs, think of them as a blueprint for key performance assessments
List activities that will enable performance and will develop ability to understand big ideas
Refine unit to ensure alignment across all three stages
Begin by considering desired real-world applications
Clarify larger purposes and ultimate goals of the content
Identify specific complex real world tasks that embody challenges or achievements of goals
Determine the understandings, knowledge and skill learners will need to achieve mastery of tasks
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Sketch a learning plan that will enable practice, feedback, and competent performance
Infer questions performers need to always consider as they try to master the content and the task
Identify the content standards that explicitly refer to or imply such applications
Align the elements of design as needed
Begin with a key resource or favorite activity
Start with a ‘winning’ activity or sanctioned resource
Consider “why” questions
Clarify essential questions that will point students to those ideas as they consider the experience or text
Identify skills, facts, and understandings the resource or activity is meant to yield
Revise assessments and learning activities accordingly
Begin with an important skill
Consider question, what complex and worthy performance does such a skill enable, how does this skill connect to other relevant skills?
Identify content standard or standards that refer to such skills directly or indirectly
Determine what kind of assessments are implied or explicit in relevant standard
Identify strategies that are helpful in using such skills effectively
Identify big ideas and essential questions
Devise learning activities that will enable learners to use such skill in context and to self- assess and self-adjust
Revise for alignment accordingly
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Clarify goals for which assessment exists
Identify standards that address goals
Infer relevant big ideas required to meet such a standard and pass such a test
Develop and refine the performance assessment tasks that parallel the required assessments
Begin with an existing unit
Given traditional lessons and assessments, place elements in template and look for alignment across three stages. Do goals match assessments?
Ask whether lessons relate to richest aspect of your goals
Focus on clarifying the big ideas and long term performance goals related to standards
Keep asking what should students come away understanding?
Revise assessments and lessons to do justice to revised stage 1 elements
Revise design against design standards
Design process must be flexible, can’t strictly follow any single “recipe”
“For that matter, real cooking involves moving beyond recipes, too: Recipes, which began as such useful things, have become tyrants, leaving even the most well-meaning cook unsure of his own instincts. A slavish devotion to recipes robs people of the kind of experiential knowledge that seeps into the brain. . . . Most chefs are not fettered by formula; they’ve cooked enough to trust their taste. Today that is the most valuable lesson a chef can teach a cook.” (O’Neill, 1996, p. 52)
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Rather, what designers need to become accustomed to is the back-and-forth rhythm between the creative brainstorming and trying out of ideas, and the careful and critical testing of the emerging design against the design standards. As the description of the various entry points earlier in the chapter suggests, it doesn’t matter too much where you start; it matters more that you end up with a design that meets the standards
Unavoidable Dilemmas in design
Big ideas and transfer versus specific knowledge and skills
Complex, realistic, and messy performance versus efficient and sound tests.
Teacher control vs. learner control of the work
Direct vs. constructivist approaches
Depth vs. breadth of knowledge
Comfort and a feeling of competence vs. a real challenge
Uniform vs. personalized work and expectations
Effective vs. merely engaging
Simplified vs. simplistic
Well-crafted plan vs. flexibility/open-endedness
A great individual unit vs. larger goals and other designs
Dilemmas can only be balanced but never completely solved Aggressively seek feedback as you work
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Making Adjustments:
Use the feedback from the students to adjust the course accordingly to make the students reach the desired goals
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