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    The document discusses key questions educators should consider when designing instruction to help students understand concepts. It suggests asking how instruction will: 1) help students know where they are going and why; 2) hook students' interest at the beginning of lessons; and 3) provide experiences for students to apply their understanding and ensure all learners succeed. It also recommends having students reflect on and revise their work, express their understanding through self-evaluation, and tailoring instruction to individual students' strengths and needs.

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    The document discusses key questions educators should consider when designing instruction to help students understand concepts. It suggests asking how instruction will: 1) help students know where they are going and why; 2) hook students' interest at the beginning of lessons; and 3) provide experiences for students to apply their understanding and ensure all learners succeed. It also recommends having students reflect on and revise their work, express their understanding through self-evaluation, and tailoring instruction to individual students' strengths and needs.

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    7 views1 page

    Whereto

    Uploaded by

    sdfsgdsdgsd
    The document discusses key questions educators should consider when designing instruction to help students understand concepts. It suggests asking how instruction will: 1) help students know where they are going and why; 2) hook students' interest at the beginning of lessons; and 3) provide experiences for students to apply their understanding and ensure all learners succeed. It also recommends having students reflect on and revise their work, express their understanding through self-evaluation, and tailoring instruction to individual students' strengths and needs.

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    © All Rights Reserved
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    of 1

    WHERETO

    How will you help your students to know


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

    WIGGINS AND MCTIGHE, 2005. UNDERSTANDING BY DESIGN

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