1. Identify desired results

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences and instruction

Stage 1. Identify Desired Results. In Stage 1 we consider the goals. What big ideas are worthy of

understanding and implied in the established goals (e.g., content standards, curriculum objectives)?

What “enduring” understandings are desired? What provocative questions are worth pursuing to guide student inquiry

into these big ideas? What specific knowledge and skills are targeted in the goals and needed

for effective performance?

Stage 2.Determine Acceptable Evidence. In the second stage we consider evidence of learning. How will we know that students have achieved the desired results

and met content standards?How will we know that students really understand the identified big

ideas? What will we accept as evidence of proficiency?

The backward design orientation suggests that we think about our design in terms of the collected assessment evidence needed to document and validate that the desired results of Stage 1 have been achieved.

Stage 3.Plan Learning Experiences and Instruction. With identified results and appropriate evidence of understanding in

mind, it is now time to finalize a plan for the learning activities. What will need to be taught and coached, and how should it best be

taught, in light of the performance goals?What sequence of activity best suits the desired results?In planning the learning activities, we consider the WHERETO elements

(describe later) as guidelines.Those guidelines can be summed up in a question: How will we make

learning both engaging and effective, given the goals and needed evidence?

Facet 5 – EMPATHYFacet 5 – EMPATHY

Facet 6 – SELF- KNOWLEDGEFacet 6 – SELF- KNOWLEDGE

Facet 3 - APPLICATIONFacet 3 - APPLICATION

Facet 1 - EXPLANATIONFacet 1 - EXPLANATION

Facet 4 - PERSPECTIVEFacet 4 - PERSPECTIVE

Facet 2 - INTERPRETATIONFacet 2 - INTERPRETATION

Sophisticated and apt explanations and theories that provide knowledgeable and justified accounts of events, actions, and ideas:

Why is that so? What explains such events?What accounts for such action?How can we prove it? To what is this connected?How does this work?

Facet 1 - Facet 1 - EXPLANATIONEXPLANATION

Narratives, translations, metaphors, images, and artistry that provide meaning:

What does it mean? Why does it matter? What of it? What does it illustrate or illuminate in human

experience? How does it relate to me? What makes sense?

Facet 2 - INTERPRETATIONFacet 2 - INTERPRETATION

Ability to use knowledge effectively in new situations and diverse contexts:

How and where can we use this knowledge, skill, or process?

How should my thinking action be modified to meet the demands of this particular situation?

Facet 3 - APPLICATIONFacet 3 - APPLICATION

Critical and insightful points of view:

From which vantage point? What is justified or warranted? Is there adequate evidence? Is it reasonable? What are the strengths and weaknesses of the idea? Is it possible? What are its limits?So what? What is a novel way to look at this?

Facet 4 - PERSPECTIVEFacet 4 - PERSPECTIVE

The ability to get “inside” another person’s feelings and world view:

How does it seem to you? What do they see that I don’t? What do I need to experience if I am to understand? What was the author, artist, or performer feeling,

seeing, and trying to make me feel and see?

Facet 5 – EMPATHYFacet 5 – EMPATHY

The wisdom to know one’s ignorance and how one’s patterns of thought and action as well as prejudice understanding:

How does who I am shape my views? What are the limits of my understanding? What are my blind spots? What am I prone to misunderstand because of

prejudice, habit, or style? How do I learn best? What strategies work for me?

Facet 6 – SELF- KNOWLEDGEFacet 6 – SELF- KNOWLEDGE

What is the key idea in ____________________________________?What are the examples of __________________________________?What are the characteristics and parts of ______________________?What caused _________? What are the effects of _______________?How might we prove, confirm, justify _________________________?How is ___________, connected to __________________________?What might happen if _____________________________________?What are common misconceptions about _____________________?How is this come about? Why is this so?

What is the meaning of ___________________________________?

What are the implications of _______________________________?

What does ______________reveal about _____________________?

How is ______________like _____________(analogy or metaphor)?

How does _______________________________ relate to me or us?

So what? Why does it matter?

How is _________________________ applied in the larger world?

How might ___________________ help us to _________________?

How could we use _______________ to overcome _____________?

How when can we use this (knowledge or process)?

What are different points of view about ______________________?

How might this look from _______________________’s perspective?

How is ________________ similar t or different from ____________?

What are other possible reactions to _________________________?

What are the strengths and weaknesses of ____________________?

What are the limits of _____________________________________?

What is the evidence for ___________________________________?

Is the evidence reliable? sufficient?

What would it be like to walk in _____________________’s shoes?

How might _______________ feel about _____________________?

How might we reach an understanding about __________________?

What was _____________________ trying to make us feel and see?

How do I know ___________________________________________?

What are the limits of my knowledge about ___________________?

What are my “blind spots” about ____________________________?

How can I best show ______________________________________?

How are my views about ___________ shaped by ______________

(experiences, habits prejudices, style)?

What are my strengths and weaknesses in ____________________?

Samples by SubjectSamples by Subject

Explain Interpret Apply Perspective Empathy Self-Knowledge

“Who are your true friends? Who are your fair-weather

friends?”

Interpret “Spring” in Frog and Toad are

Friends. What does this episode

reveal about friendship.

Place an order for a “true

friend” from an imaginary mail-order friendship

store.

How do others view me as a

friend?

Write an essay or

journal entry on why some kids always get picked

on and what it feels like to

be those kids.

Respond to writing

prompts: “Do I know who my true friends

are?”

Self-Knowledge

Respond to writing prompts: “Do I know who my true friends are?”

Empathy

Write an essay or journal entry on why some kids always get picked on and what it feels like to

be those kids.

Perspective

How do others view me as a friend?

Apply

Place an order for a “true friend” from an imaginary mail-order friendship store.

Interpret

Interpret “Spring” in Frog and Toad are Friends. What does this episode reveal

about friendship.

Explain

“Who are your true friends? Who are your fair-weather friends?”

Explain Interpret Apply Perspective Empathy Self-Knowledge

Develop a troubleshoot-ing guide for an electric

circuit system.

Assume the role of an electrical

subcontractor: interpret and analyze the

writing drawings for

building a house.

Build a working set of switches for a model railroad

layout.

AC or DC? Argue the

merits of each type of current

for various users.

Create an imaginary

diary entry: “A day in the

life of an electron.”

EmpathyCreate an imaginary diary

entry: “A day in the life of an electron.”

PerspectiveAC or DC? Argue the merits of each type of current for various

users.

ApplyBuild a working set of switches

for a model railroad layout.

Interpret Assume the role of an electrical

subcontractor: interpret and analyze the writing drawings for building a

house.

Explain

Develop a troubleshooting guide for an electric circuit system.

Explain Interpret Apply Perspective Empathy Self-Knowledge

Study a common

phenomenon (e.g., weather data). Reveal

subtle and easily

overlooked patterns in the

data.

Do a trend analysis of a

finite data set.

Develop a new statistic

for evaluating the value of a

baseball player in key

situations.

Examine the differences when using

various measures (e.g., mean, median) for calculating

grades.

Read Flatland and a set of

letters between

mathematicians explaining

why they fear publishing their findings; write

a reflective essay on the difficulty of

explaining new ideas, even

abstract ones.

Develop a mathematical resume with a

brief description of

your intellectual

strengths and weaknesses.

Self-KnowledgeDevelop a mathematical resume with a brief description of your

intellectual strengths and weaknesses.

EmpathyRead Flatland and a set of letters between mathematicians explaining why they fear publishing their findings; write a reflective essay on the difficulty of explaining new

ideas, even abstract ones.

PerspectiveExamine the differences when using various measures (e.g., mean, median) for calculating

grades.

Apply

Develop a new statistic for evaluating the value of a baseball

player in key situations.

Interpret

Do a trend analysis of a finite data set.

Explain Study a common phenomenon

(e.g., weather data). Reveal subtle and easily overlooked patterns in

the data.

Explain Interpret Apply Perspective Empathy Self-Knowledge

Describe why a particular rhetorical

technique is effective in a

speech.

“What’s wrong with Holden?” Make sense of

the main character in

Catcher in the Rye.

What makes a great book?

Make an audiotape review of a

favorite book for the school

library.

Read and discuss The Real STORY

OF THE Three Little Pigs by A.

Wolf.

Work is a soup kitchen, and write an essay on the experiences

of the homeless

after reading Charles

Dickens.

Attach s self-assessment to

each paper you write

reflecting on your writing

process.Self-Knowledge

Attach s self-assessment to each paper you write reflecting on your

writing process.

EmpathyWork is a soup kitchen, and write an

essay on the experiences of the homeless after reading Charles

Dickens.

Perspective

Read and discuss The Real STORY OF THE Three Little Pigs by A.

Wolf.

ApplyWhat makes a great book? Make an audiotape review of a favorite

book for the school library.

Interpret “What’s wrong with Holden?” Make

sense of the main character in Catcher in the Rye.

Explain

Describe why a particular rhetorical technique is effective in a speech.

Explain Interpret Apply Perspective Empathy Self-Knowledge

Explain the role of silence

in music

Represent fear and hope

in a visual collage or

dance.

Write and perform a

one-act play on a school

issue.

Critique three different

versions of the same Shake-speare play

(focus on a key scene)

Imagine you are Juliet

from Romeo and Juliet,

and consider your terrible,

final act. What are

you thinking and feeling.

Keep log of the drama

class exercises that demand the

most from you emotionally.

Self-KnowledgeKeep log of the drama class

exercises that demand the most from you emotionally.

EmpathyImagine you are Juliet from Romeo and Juliet, and consider your terrible, final act. What are you thinking and feeling.

Perspective

Critique three different versions of the same

Shakespeare play (focus on a key scene)

Apply

Write and perform a one-act play on a school issue.

Interpret

Represent fear and hope in a visual collage or dance.

Explain

Explain the role of silence in music

Explain Interpret Apply Perspective Empathy Self-Knowledge

Link everyday actions and facts to the

laws of physics,

concentrating on easily

misunderstood aspects

(e.g., mass compared to

weight).

Take readings of pond water to determine whether the

algae problem is serious.

Perform a chemical

analysis of local stream

water to monitor EPA compliance , and present

findings.

Conduct thought

experiments (e.g., Einstien’s- What would the world be like if I were traveling on a beam of

light?

Read and discuss pre-modern or discredited scientific

writings to identify

plausible or “logical” theories

(given the information available at the time).

Propose solutions to an

ineffective cooperative

learning activity based on what didn’t work in your

group.

Self-KnowledgePropose solutions to an ineffective

cooperative learning activity based on what didn’t work in your group.

EmpathyRead and discuss pre-modern or discredited

scientific writings to identify plausible or “logical” theories (given the information available at the

time).

PerspectiveConduct thought experiments (e.g., Einstien’s-

What would the world be like if I were traveling on a beam of light?

ApplyPerform a chemical analysis of local stream

water to monitor EPA compliance , and present findings.

Interpret Take readings of pond water to determine

whether the algae problem is serious.

Explain Link everyday actions and facts to the laws of

physics, concentrating on easily misunderstood aspects (e.g., mass compared to weight).

U.S. History

Examples of possible performances

Understanding

performance

generalizationPerformance verbPerformance verb

history unit on the 1960’shistory unit on the 1960’s

Explain how U.S involvement in the Vietnam War caused some people to lose faith in their government.Argue for or against the view that the antiwar movement was sparked by the Civil Rights movement.Apply your understanding of the era in a role-play recreation of the

Kerner Commission report on violence

Explain how U.S involvement in the Vietnam War caused some people to lose faith in their government.Argue for or against the view that the antiwar movement was sparked by the Civil Rights movement.Apply your understanding of the era in a role-play recreation of the

Kerner Commission report on violence

Consider the following verbs when planning possible

ways in which students may demonstrate their

understanding.

explaindemonstrate

derivedescribedesignexhibitexpressinduceinstructjustifymodelpredictproveshow

synthesizeteach

interpretanalogies (create)

critiquedocumentevaluateillustrate

judgemake meaning of

make sense of metaphors (provide)

read between the linesrepresent

tell a story oftranslate

applyadapt build

createde-bugdecidedesignexhibitinvent

performproducepropose

solvetest use

perspectiveanalyzeargue

comparecontrastcriticize

infer

empathyassume role of

believebe like

be open toconsiderimaginerelate

role-play

self-knowledgebe aware of

realizerecognize

reflectself-assess

Stage 1 Stage 2If the desired result is or If the desired result is or learners to …learners to …

Then, you need evidence of Then, you need evidence of the student’s ability to …the student’s ability to …

So, the assessments need So, the assessments need to include some things to include some things like…like…

Understand that:Understand that:•Valid assessment matches the achievement targets with the evidence.

•Effective assessment promotes learning, as well as measures it.

•Explain …Explain … any of the desired understandings.

•Interpret…Interpret… the meaning of results from different assessment measures

•Plan a presentation for beginning teachers to explain the rationale for using a balance of assessment formats when gathering evidence of learning.

Stage 1 Stage 2If the desired result is or If the desired result is or learners to …learners to …

Then, you need evidence Then, you need evidence of the student’s ability to …of the student’s ability to …

So, the assessments need So, the assessments need to include some things to include some things like…like…

Understand that:Understand that:•Assessment of understanding require students to apply and explain, not simply recall.

•Clear criteria and “anchors” enhance scoring reliability.

And thoughtfully consider And thoughtfully consider the questions…the questions…•What is valid assessment?•Are we appropriately assessing everything we value?

•Apply by …Apply by … designing a valid assessment for specific achievement targets.

See from the points of See from the points of view of …view of … different users of assessment information.

•Develop a summary statement to synthesize the results from different assessments. Then, suggest specific improvement actions suggested by the results.

•Design an authentic performance assessment task and rubric to judge the degree of understanding of a Big Idea or process.

Stage 1 Stage 2If the desired result is or If the desired result is or learners to …learners to …

Then, you need evidence Then, you need evidence of the student’s ability to …of the student’s ability to …

So, the assessments need So, the assessments need to include some things to include some things like…like…

And thoughtfully consider And thoughtfully consider the questions…the questions…•What evidence will show that students really understand?

•How can we make our judgments more reliable?

•Empathize with …Empathize with … a student being assessed.

•Overcome the naïve or Overcome the naïve or biased idea that…biased idea that… everything that is assessed must be graded.

•Reflect on …Reflect on … your own experiences, attitudes, and biases regarding assessment.

•Express the view of a policy maker (e.g., legislator, board member) regarding the use of standardized tests to evaluate school performance.

•Write a simulated journal entry as a student who understands the material but is not a good traditional test taker.

Stage 1 Stage 2If the desired result is or If the desired result is or learners to …learners to …

Then, you need evidence Then, you need evidence of the student’s ability to …of the student’s ability to …

So, the assessments need So, the assessments need to include some things to include some things like…like…•Identify any biases that you have regarding various types of assessment (e.g., multiple choice, essay, projects, standardized tests), and reflect on if and how these have influenced your work.

Use the six facets of understanding to generate possible ways in which students might reveal understanding.

ElectriciElectricityty

Explanation

Self-Knowledge

Inte

rpre

tatio

n

Empathy

Application

Perspectiv

e

•Interpret a schematic diagram and predict the outcome

•Describe an electron’s experience as it passes through a simple current.

•Give a pre-test and a post-test to assess common misconceptions (e.g., force-concept inventory) and have students reflect on their deepening understanding.

•Why does the United States use AC instead of DC current? (historical perspective) •What are the strengths of each type?

•Design an electrical circuit to accomplish a specific task.•Troubleshoot a faulty electrical circuit.

•Explain to the class how a battery causes a light bulb to glow.