LBD

The Six Facets of Understanding

 * **can explain**
 * **can interpret**
 * **can apply**
 * **have perspective**
 * **can empathize**
 * **have self-knowledge**

**II. Determine acceptable evidence**
Assessment should include a culminating performance that demonstrates evidence of understanding of the concepts of the unit. The performance is designed using either of these two formats;
 * = **GRAPE** ||= **GRASP** ||
 * = **Goal**
 * Role and situation**
 * Audience**
 * Product and Presentation**
 * Evidence of Learning** ||= **GOAL**
 * ROLE**
 * AUDIENCE**
 * SITUATION**
 * PRODUCT **
 * STANDARDS for SUCCESS ** ||

|| Think like a sports coach! || work? || What resources and materials are available on this topic? || those who don’t (though they may seem to)? || What will students be doing in and out of class? What assignments will be given? ||
 * Think like a Teacher!
 * What would be sufficient and revealing evidence of understanding? || What would be interesting and engaging activities on this topic? ||
 * What performance tasks must anchor the unit and focus the instructional
 * How will I be able to distinguish between those who really understand and
 * Against what criteria will I distinguish work? || How will I give students a grade (and justify it to their parents)? ||
 * What misunderstandings are likely? How will I check for those? || Did the activities work? Why or why not? ||

**III. Plan learning experiences and instruction**
What is worthy of understanding? || Curriculum  Standards Teacher expertise and interest || Enduring ideas Opportunities for authentic tasks Engagement Relevance || What is evidence of understanding? || Six facets of understanding [|Bloom’s digital taxonomy] Assessment possibilities || Materials needed Feasible Skills needed || What learning experiences will promote understanding, interest  and high standards  || Variety of teaching and [|learning strategies] to allow for different learning styles || Where is it going? (Purpose) Hook Explore/equip Rethink Evaluate ||
 * Use "WHERE" ** as a guide on where to focus the effort
 * **Where** the work is headed and the purpose
 * **H** **ook** students with engaging work that makes them more eager to explore key ideas ook students with engaging work that makes them more eager to explore key ideas
 * **E** **xplore** the subject in depth and equip students with required knowledge and skills xplore the subject in depth and equip students with required knowledge and skills to perform successfully on final tasks. to perform successfully on final tasks..
 * **R** **ethink** with students the big ideas; students rehearse and revise their work ethink with students the big ideas; students rehearse and revise their work
 * **E** **valuate** results and develop action plans through self-assessment of results valuate results and develop action plans through self-assessment of results
 * Key Design Question || Design Construction || Design Criteria ||
 * **Stage 1**
 * **Stage 2**
 * **Stage 3**

[|Teaching for understanding]
===[|Understanding the Design Process] & [|Format of Design Unit] & [|Template]===