After Reading Chapters 9 And 10 By Wiggins And Mctighe Pleas

After Reading Chapters 9 10 By Wiggins And Mctighe Please Answer Th

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

Paper For Above instruction

In response to the instructions derived from Wiggins and McTighe's chapters, I have developed Stage 3 of my lesson plan using the WHERETO framework, integrating the principles of backward design and understanding-based instruction. The first two stages involved identifying key learning goals and ensuring students acquire essential knowledge and skills. Stage 3 focuses on planning engaging, reflective, and meaningful learning activities that facilitate deep understanding and allow students to achieve the targeted performances.

To structure Stage 3, I considered each component of WHERETO:

Where -

Instruction begins with clearly articulating the learning trajectory, emphasizing the ultimate goals and the relevance of the content. This includes explicitly stating learning targets and connecting activities to real-world applications, fostering student motivation and clarity about where their learning is headed. For example, in a history lesson, students will understand that analyzing the ethics of warfare is vital for comprehending current international conflicts.

Hook -

Engagement strategies are employed at the outset, using provocative questions or scenarios. An intriguing story or a controversial statement about George Washington's tactics can serve as a hook, capturing students' interest and encouraging them to think critically from the start.

Equip -

Students are provided with necessary resources, tools, and scaffolding to meet the learning objectives. This includes guiding questions, graphic organizers, and inquiry prompts that help students process complex ideas actively. For instance, students might use primary sources and critical questioning strategies to analyze military decisions in historical contexts.

Reflect -

Dedicated time for reflection is built into the activities, encouraging students to consider what they have learned, how they arrived at their conclusions, and what gaps remain. Exit tickets, reflective journals, or small-group discussions facilitate metacognition, reinforcing understanding and informing future instruction.

Evaluate -

Students' progress is continuously assessed through formative assessments such as debates, presentations, or written reflections aligned with the learning goals. Peer feedback and self-assessment are incorporated to promote ownership of learning.

Tailor -

The learning activities are differentiated to meet diverse learner needs, offering multiple entry points and varying levels of challenge. For example, providing options for visual, verbal, and kinesthetic activities ensures all students can engage meaningfully with the content.

Organize -

Activities are sequenced logically and coherently to facilitate deep understanding, progressing from basic comprehension to critical analysis and application. Collaborative group work, case studies, and simulations are strategically used to deepen student engagement and understanding.

This structured approach ensures that learning activities are not only aligned with the desired outcomes but are also designed to promote active engagement, critical thinking, and transfer of knowledge. Moreover, being aware of teachers' “blind spot” in understanding students' novice perspectives informs the design, ensuring activities are accessible, thought-provoking, and scaffolded appropriately.

In conclusion, employing the WHERETO framework in lesson planning as advocated by Wiggins and McTighe enhances instructional effectiveness by centering on student needs, promoting reflection, and fostering deep understanding. This approach aligns with the overarching goal of education: to develop learners who are reflective, critical thinkers capable of applying their knowledge in meaningful ways.

References

• Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
• Grant Wiggins & Jay McTighe. (2011). Understanding Design. ASCD.
• McTighe, J., & Wiggins, G. (2012). The Understanding by Design Guide to Creating High-Quality Units. ASCD.
• Marzano, R. J. (2007). Formative Assessment & Standards-Based Grading. Mid-continent Research for Education and Learning.
• Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University. Open University Press.
• Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
• Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
• Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
• Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ASCD.