1-Page Template with Design Questions
| Stage 1—Desired Results | |
| G Established Goals: • What relevant goals (e.g., content standards, course or program objectives, learning outcomes) will this design address? | |
| U Understandings: • What are the big ideas? • What specific understandings about them are desired? • What misunderstandings are predictable? | Q Essential Questions: • What provocative questions will foster inquiry, understanding, and transfer of learning? |
| K S Students will know . . . Students will be able to . . . • What key knowledge and skills will students acquire as a result of this unit? • What should they eventually be able to do as a result of such knowledge and skill? | |
| Stage 2—Assessment Evidence | |
| P Performance Tasks: • Through what authentic performance tasks will students demonstrate the desired understandings? • By what criteria will performances of understanding be judged? | OE Other Evidence: • Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results? • How will students reflect upon and self assess their learning? |
| Stage 3—Learning Plan | |
| L Learning Activities: What learning experiences and instruction will enable students to achieve the desired results? How will the design W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)? H=Hook all students and Hold their interest? E=Equip students, help them Experience the key ideas and Explore the issues? R = Provide opportunities to Rethink and Revise their understandings and work? E = Allow students to Evaluate their work and its implications? T = Be Tailored (personalized) to the different needs, interests and abilities of learners? O = Be Organized to maximize initial and sustained engagement as well as effective learning? |
Alignment: The Logic of Backward Design Template (What Do the Desired Results Imply?)
| Stage 1 | Stage 2 | Stage 3 |
| If the desired result is for learners to . . . | Then, you need evidence of the students’ ability to . . . | Then, the learning activities need to . . . |
| U Understand that . . . | L | |
| Q And thoughtfully consider the questions . . . | T Then, the tasks to be assessed need to include some things like . . . | |
| OE |
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