After reading Chapters 9 & 10 by Wiggins and McTighe,


After reading Chapters 9 & 10 by Wiggins and McTighe, please answer the following questions:

  1. Go back to your lesson 1 and 2. Develop Stage 3 for your lesson plan using the “Where To” spreadsheet (WHERETO) below.
    • where to worksheet
    • Make sure you include Stages 1 and 2.

Textbook: Understanding Design by Grant Wiggins & Jay McTighe

link to book

 Chapter 9: Planning for Learning focuses on Stage 3 representing the planning of learning activities. Stage 3 shifts from the designer to the learner, with an emphasis on what the learner needs in order to accomplish the desired results. Learning activities need to be chosen based on whether or not they are the most appropriate choices for meeting the desired results and performances. Characteristics of the best designs include clear goals, hands-on learning, consideration of important and relevant ideas, helpful feedback, time for reflection, and a safe environment that encourages risk-taking. The acronym WHERETO serves as a reminder of the key aspects of instructional planning: (1) teachers should make it clear Where the instruction is headed and Why, (2) teachers should Hook students’ attention and Hold it, (3) they should Equip students with what they need to meet learning targets, (4) they must allow time for Reflection, Rethinking, and Revision, (5) teachers should give opportunities for students to Evaluate progress, (6) teachers need to Tailor learning activities to learner needs, and (7) teachers must Organize for deep understanding.

Chapter 10: Teaching for Understanding addresses the role of textbooks. The textbook should not be the syllabus but should be used to assist students in meeting learning goals. The teacher’s crucial role is in designing experiences that lead to targeted understandings and performances. Understandings must be earned through experiences; such “uncoverage” of ideas is essential, not optional. Expert knowledge is achieved through trial and error, inquiry, and argument that is not evident in a textbook. Students must learn to “question the text.” For example, to say that George Washington “broke the rules of war” with a surprise attack is to assume that war has rules. This can lead to an essential question: “Is all fair in war?”. This chapter also discusses the “expert blind spot” of teachers. This concept refers to teachers’ knowledge of the content that complicates the ability to see the content as novice learners do. This blind spot can lead to inappropriate instructional choices.

As you work on your Stage 3, keep in mind the usefulness of the WHERETO acronym and the teachers’ blind spot. 

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