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Results/Desired Outcomes

Defines what students should know,

understand, and be able to do at theend of the program, course, or unit of

study; generally expressed in terms of

overall goals, and specifically defined interms of content and performance

standards

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What learning standards are for

They express what students should know

and be able to do to demonstrate theirlearning.

They set clear performance expectations forstudents, helping them understand what

they need to do to meet the expectations. They guide teachers in designing instruction

and assessment around what is importantto learn.

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Learning standards may be classifiedinto

Content standards, which specify the

essential knowledge (includes the mostimportant and enduring ideas, issues,

principles and concepts from the

disciplines), skills and habits of mindthat should be taught and learned.

They answer the question, What

should students know and be able to

do?

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Performance standards, which express

the degree or quality of proficiency thatstudents are expected to demonstrate in

relation to the content standards. They

answer the question, How well must

students do their work? or At what level

of performance would the student be

appropriately qualified or certified?

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Essential Understandings

These are the big and enduring ideas

at the heart of the discipline.

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Distinguishing features of

understanding:

An important inference, drawn from

the experience of experts, stated asspecific and useful generalization;

Transferable, big ideas having

enduring value beyond a specific topic

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Distinguishing features of

understanding:

Involves abstract, counterintuitive,

and easily misunderstood idea;

Best acquired by uncovering and

doing the subject;

Summarizes important strategicprinciples in skills areas

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Generalization is defined formallyas concepts stated in a

relationships

Universal generalizations have the

same characteristics as a concept: Broad and abstract

Universal in application

Generally timeless

Represented by different examples

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Unit Understanding and Topical

Understanding:

Unit understanding is morecomprehensive

Topic understanding is morespecific;

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Understanding vs Factual

Knowledge:

Understanding makes a claim usingfacts;

Someones conclusion, based onevidence and logic

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Knowledge:

Facts are the grist for understandings;

they are data

Understanding offers a theory based on

data or interpretation

Fact requires apprehension,understanding requires comprehension

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Knowledge:

Understanding an inference drawn from facts

Sample 1: A triangle has 3 sides and 3 angles

(a fact)

Sample 2: A triangle with 3 equal sides has 3equal angles ( an understanding)

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Knowledge:

Understanding is not a straight

forward given, but a conclusioninferred using givens.

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TIPS on FramingEssential

Understandings

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Frame the desired understanding as a full-

sentence generalization in response to th

ephrase, Students will understand that

Beware of stating an understanding as a

truism or vague generality.

Avoid the phrase, Students will understand

how to

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Essential Questions

These are open-ended, provocative

questions that spark thinking andfurther inquiry into the essential

meanings and understandings.

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Have no simple rightanswer; they are

meant to be argued.Are designed to provoke and sustain student

inquiry, while focusing learning and finalperformances.

Often address the conceptual orphilosophical foundations of a discipline.

Raise other important questions.

Naturally and appropriately recur.

Essential Questions

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Tips for UsingEssential Questions

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Organize programs, courses,units of study, and lessons

around the questions. Make the

content answer the questions.

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Select or design assessmenttasks (up front) that areexplicitly linked to the

questions.

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Use reasonable number of questions per unit (two to five).

Make less be more.

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Frame the questions in kidlanguage as needed to make

them more accessible.

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Ensure that every studentunderstands the questions and

sees their value.

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Derive and design specificconcrete exploratory activities

and inquiries for each question.

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Sequence the questions so thatthey naturally lead from one to

another.

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Post the essential questions in

the classroom and encouragestudents to organize notebooks

around them to make clear their

importance for study and note

taking.

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Help students to personalizethe questions.

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Allot sufficient time for

unpacking the questions

examining sub questions and

probing implications mindful ofstudent age, experience, and

other instructional obligations.

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Share your questions with other

faculty to make planning and

teaching for cross-subject

matter coherence more likely.

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Thank you!

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Workshop ActivityWorkshop Activity

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WS 1: Walk through of EU & EQWS 1: Walk through of EU & EQ

TopicTopic EssentialEssential

UnderstandingUnderstanding

EssentialEssential

QuestionQuestion

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WS 2: Worksheet in Unpacking StandardsWS 2: Worksheet in Unpacking Standards

Content Standard:Content Standard: Performance Standard:Performance Standard:

KnowledgeKnowledge SkillsSkills

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Worksheet in Drawing EUs and Asking EQsWorksheet in Drawing EUs and Asking EQs

Big idea an abstract and transferable concepts, theme orprocess at the heart of a subject or topic

____________________________________________________________________________________________________________

Big Idea

EssentialUnderstanding EssentialQuestion

_________________

_________________

_________________

___

Topicor ContentStandard

Essential Understanding a fullsentence generalization, specifyingwhat we want students to come tounderstand about the Big Idea.__________________________________

_____________________________

_____________________________

Essential Question a provocative andarguable question designed to guide inquiryinto the Big Idea. By actively exploring theEssential Questions, students develop anddeepen their understanding.

______________________________________

_________________________________

3. Stage 1

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