1. +
Chapter 9
Planning for Learning
EDPC605

2. +
Stage 3
 Now that we’ve clarified what the desired results are (focus
on Big Ideas) in Stage 1
 And…
 Discussed appropriate assessments of these results with an
emphasis on Understanding in Stage 2
 Now…
 We are ready to plan appropriate learning activities in
Stage 3

3. +
WHERETO
 The basic concept is that a lesson plan should be designed
with seven criteria or stages in mind, represented by the
acronym WHERETO:
 W = Where is the content headed? Where are the students
coming from?
 H = Hooking the students: how do we get them engaged with
the material? How do we hold onto them once we've got
them?
 E = Explore and Experience, Enable and Equip: Students
need to have experiences that will help them explore the Big
Ideas of the unit. We also need to Equip them with the tools
they'll need to perform well in the assessments and
demonstrate understanding of the material.

4. +
WHERETO
 R = Revise and Reflect: Return to the same questions and
problems again and again. Challenge initial assumptions.
Make the students think again about their first instincts, and
see how their inferences change in the light of new
knowledge. This mirrors what Howard Gardner said about
"going deep": you have to stay with a topic long enough to
get down to the student's essential misconceptions and
dispel them before new understanding can take root.
 E = Evaluate work and progress: This refers to letting the
students evaluate their progress, not just the teacher.. Give
the students opportunities for constant reflection.

5. +
WHERETO
 T = Tailor and personalize the work: I really, really appreciate
what the authors say about this one -- namely, that a "diverse"
student body is not merely one that is composed of minority
groups. Every student body is diverse because all students
come to the class with different strengths, weaknesses, prior
knowledge, learning styles, interests, and preferences. It's
important to keep pursuing the same Goals and Desired
Results while making room for students to explore the
content in different ways, as befits their strengths.

6. +
WHERETO
 O = Organize for optimal effectiveness: It's important to
present the material in a way that will generate the most
interest and maintain that interest throughout the unit.
Marching in a straight line through the content is bad for
understanding on several levels -- it lowers interest in the
material, which causes students to disengage, and also
prevents students from going back to Reflect and Evaluate on
previous content. I particularly liked the analogy here to
soccer training: teach discrete skills, then build up to more
sophisticated drills, then "play the game"

7. +
Design Theory/Challenge-Based
Learning

8. +
EDPC605
Chapter 10
Teaching for Understanding

9. +
Definition of “Cover”
 Cover, when used as a noun  When we “cover” material -
refers to something on the we’re putting a bedspread on
surface. (p. 229) the bed.
 “To travel over” can also be
used to “cover” material (The
standards!)

10. Coverage vs. Uncoverage
Coverage Uncoverage
 on the surface  true understanding
 to travel over  sets an end goal, a
 superficial challenge
 “marching through  demands the right
the standards” experiences, discussions, and
 “teaching by reflections
mentioning”  a constructivist exercise
 a “cover-up” or  achievement is the result of
concealment the learner making sense of

11. +
Can understandings be
“covered”?
“ An understanding can never
be “covered” if it is to be
understood.” (p. 229)

12. + Textbooks & Teaching for
Understanding
 Textbooks provide an oversimplified view
or reality; they summarize what is known
but rarely help students to understand the
inquiries and arguments behind the
summaries (p. 230)
 Textbooks should not be used as a
syllabus for units; it should be used as a
“resource” to support desired results
 Textbooksare a “guidebook in support of
a purposeful journey.”

13. Figure 10.1 (p.232) Uncoverage vs.
Coverage in Using Textbooks
Uncoverage Coverage
 text as a resource  text is the syllabus
 used to uncover,  student’s job is to
highlight, & explore know what’s in the text
essential questions (no essential questions
 sections of the text are for guidance)
read in a sequence to  text is read in order of
support learning pagination
 only one resource Primary source,
among many additional sources rarely

14. +Uncoverage: Getting inside the
subject’s processes and arguments
 Since textbooks oversimplify and summarize what is known,
teachers need to provide the tools for students to engage in
inquiry and question what is written in books.
 This “uncovering” naturally prompts teachers to consult other
sources to shed further light… (pg. 237)

15. +
The Teacher’s Role: Designing
the Right Experiences
 Bringing concepts to life through experiences
 Helping students to uncover meanings of big ideas
and their interconnection
 Providing
a telling experience and a conceptual
framework for making sense of the experience
 Studentsneed chances to explore and work with
ideas before they understand them as “useful”
 Thisaffects how and when we use direct (didactic)
instruction (modeling or demonstration, lecture)

16. +
What the teacher uses…
 Didactic or Direct Instruction…
 Facilitative or Constructivist Methods (Socratic method,
open-ended questioning, discussion, guided inquiry,
problem-based learning, simulation (mock trials),
copperative learning)
 Coaching – guided practice

17. +
Chapter 11
The Design Process
EDPC605

18. +
3 Stages…
1. Identify desired results.
2.Determine acceptable
evidence.
3.
Plan learning experiences
and instruction.

19. +
6 Common Entry Points to the
Design Process..
 1. Begin with Content Standards
 2. Begin by considering desired real-world applications
 3. Begin with a key resource or favorite activity
 4. Begin with an important skill
 5. Begin with a key assessment
 6. Begin with an existing unit