Review+of+Stage+1

=Stage 1=

**Identify Desired Results**
What should students know, understand and be able to do?

Goals (G)
These typically include national, state, local or professional standards.
 * COMMON CORE STATE STANDARDS**[[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="file:edu221resources/CCSSI_Math Standards.pdf"]] [[file:edu221resources/CCSSI_Math Standards.pdf|CCSSI_Math Standards.pdf]]

**Understanding (U)**
The understandings specify what we want students to come to understand about the big ideas. The Big Ideas are based on the transferable big ideas that give the content meaning and connect the facts and skills. What big ideas are worthy of understanding and implied in the goals (e.g., content standards, curriculum objectives)? What “enduring” understandings are desired? • Involves the Big Ideas that give meaning and importance to facts. **(So you can create new knowledge)** • Can transfer to other topics, fields, and adult life. **(Making connections)** • Is usually not obvious, often counterintuitive, and easily misunderstood. **(Must be uncovered, and not just covered)** • May provide a conceptual foundation for the basic skills. **(Extend skills to new situation and discipline)** • Is deliberately framed as a generalization – the “ moral of the story.” **(Insights gained from the study)**

**Essential Questions (Q)**
Opened-ended questions designed to guide student inquiry and focus instruction for uncovering the important ideas of the content. Will guide student inquiry and focus instruction for uncovering the important ideas of the content. What provocative questions are worth pursuing to guide inquiry into these big ideas? • Have no simple “right” answer; they are meant to be argued. **(Not straightforward facts that end the matter)** • Are designed to provoke and sustain student inquiry, while focusing learning and final performances. **(So engaged until the final performance)** • Often address the conceptual or philosophical foundations of the discipline. **(Thinking like an expert)** • Raise other important questions. **(Leads students across other discipline)** • Naturally and appropriately recur. **(Response deepens with age, experience and understanding)** • Stimulates vital, ongoing rethinking of big ideas, assumptions and prior lessons. **(Forced us to ask deep questions about the nature and origin of our understandings)** __**Overarching Questions**__ - These essential questions point beyond the particulars of a unit to the larger, transferable Big Ideas and enduring understandings. __**Topical Questions**__ – Frame a unit of study. They guide the exploration of Big Ideas and process within particular subjects.

**Knowledge and Skills (K), (S)**
More discrete objectives that we want students to know (content knowledge) and be able to do (skills using higher order thinking).

**Learning Objectives**
Now take your list of knowledge and skills and make sure that they are ready to be learning objectives. Learning objectives need to be observable. "Students will know the definition of all the quadrilaterals" is not observable. Observable objectives might be: "Students can match the name of a quadrilateral to its definition" or "Given a quadrilateral figure, students will be able to identify it by its correct quadrilateral name."