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Primer
By
Marie Therese Lim-Yason
The teacher’s role is one of a coach – one who designs and supports
meaningful learning and “transfer” by the learner, adjusting the design
to reach intended results. Planning is done with Desired Results
(Stage I) and transfer tasks in mind with Evidences (Stage II) and the
Learning Plan (Stage III) carefully aligned for a unit to be most
effective. Adjustments are done upon regular reviews of the
curriculum against the design standards to ensure quality and success.
Understanding by Design:
Helping students make
knowledge meaningful
STAGE I DESIRED
RESULTS
“What will the learners get out of this
unit?”
Includes:
Transfer Goals
• State what long-term goals the learner should be able to
do on their own using the skills and knowledge they will
acquire
“Understandings”
• Meaningful “big ideas” which can be transferable to
other disciplines and contexts and may not be
immediately be evident or are even prone to
misunderstanding
Essential Questions
• Open-ended questions that may lead to a variety of
answers and encourages active investigation, as well as
meaning-making. These may be arguable and looked at
from different perspectives and may recur during the
course of learning.
STAGE II
ASSESSMENT
EVIDENCE
“How will the learners show proof of their
learning?”
Includes:
Performance Task(s)
• Evidence(s) of understanding (explaining, interpreting,
applying, shifting perspectives, empathizing and self-
assessing) to see if students can apply their learning to
various situations in the context of the real world;
evaluated using valid criteria and indicators reflecting
Stage I and the quality of performance by the learner;
and best written in GRASPS (Goal, Role, Audience,
Situation, Performance and Standard) format.
Teaching
• Instructional approaches, resources and strategies most
appropriate to achieving the goals which are responsive
to the differences in the learners’ abilities and modalities
Based on what I know about my students, what
approaches, resources and strategies would be the
most appropriate in helping achieve the desired
results?
Bibliography:
Mtyason
2009
DESIGNER’S WORKSHEET A
Stage II
Constructing an authentic scenario for performance
tasks using GRASPS
Mtyason
2009
DESIGNER’S WORKSHEET B
STAGE III
Constructing a Learning Plan
Keep in mind the key elements that should be found in your learning
plan:
Mtyason 2009