SIX FACETS OF UNDERSTANDING

Facet Explanation
Explanation: sophisticated explanations and
theories
Interpretation: interpretations, narratives,
and translations.
Application: uses knowledge in new situations
and contexts
Perspective: critical and insightful points of
view
Empathy: ability to get inside another person's
feelings
Self-Knowledge: to know one's ignorance,
prejudice, and understanding
Offers an explicit theory or sound reasons—”why”
and “because” behind facts, claims or actions.
Offers meaning and insight to explanation through
metaphors, stories, analogies.
Demonstration and utilization of understandings
Distancing of self to critically examine strengths,
weaknesses, and assumptions behind actions and
ideas.
Ability to recognize and coordinate multiple points
of view in situations (without necessarily showing
empathy
Deliberate projection of self into a person's life or
author's text
Success at the behavior called “reflection” and to
recognize ones own mental “filters,” biases, and
values

WHERETO Components

Wiggins and McTighe identify seven core design principles for teaching in an understanding-based classroom in a
template they call WHERETO. Each of the letters in this acronym corresponds to key instructional design questions
educators should always consider when planning learning activities. The acronym does not represent the order to be
followed.

W = How will you help your students to know where they are headed, why they are going there, and what ways
they will be evaluated along the way?
H = How will you hook and engage students' interest and enthusiasm through thought-provoking experiences at
the beginning of each instructional episode?
E = What experiences will you provide to help students make their understandings real and to equip all learners
for success throughout your unit or course?
R = How will you cause students to reflect, revisit, revise, and rethink?
E = How will students express their understandings and engage in meaningful self-evaluation?
T = How will you tailor (differentiate) your instruction to address the unique strengths and needs of every
learner?
O = How will you organize learning experiences so that students move from teacher-guided and concrete
activities to independent applications that emphasize growing conceptual understandings?
 CONSTRUCTING A PERFORMANCE TASK SCENARIO USING GRASPS

Goal: the goal of the performance task


Example: The goal is to assist potential small businesses in conducting a market analysis.

Role: the role of the students as they carry out the performance task

Example: You are a consultant with an economic development corporation that has been formed by a small city in
Texas.

Audience: the target audience to which the finished product/performance will be presented

Example: The target audience is composed of individuals who are/might be interested
in starting a small business
in your community.

Situation: the context

Example: Your community is not big enough to be attractive to large national business chains or franchises;
however, the economic development corporation that employs you believes that small businesses could be
successful in your community. The corporation also believes that small business start-ups could be encouraged by
assisting prospects in conducting a market analysis in the community.

Product or Performance: the result of the performance task or activity


Example: You are responsible for designing, producing, and presenting, in an electronic format, a training session
that identifies economic data sources available in the community and demonstrates how to conduct a market
analysis of the community.

Standards for Success: the criteria by which the product/performance will be judged


Example: Your training session must identify all economic data sources that are relevant to the potential business,
clearly demonstrate the steps involved in conducting a market analysis for the potential business, use a series of
well designed electronic slides, and take no longer than 20 minutes to present to the potential businesses. 


Goal:
 Situation:
Your task is _________________________________
Your goal is to ______________________________
The problem or challenge is __________________
The obstacle to overcome is _________________
Role:
You are _____________________________________
You have been asked to _____________________
Your job is __________________________________
Audience:
Your clients are _____________________________
The target audience is _______________________
You need to convince ________________________
The context you find yourself in is _____________
The challenge involves dealing with ___________
Product, Performance, and Purpose:
You will create a ________ in order to _________
You need to develop _______ so that __________
Standards and Criteria for Success:
Your performance needs to _______________
Your work will be judged by ______________
Your product must meet the following
standard (quality) _________________
A successful result will _____________________