Understanding by Design
Plan Learning Experiences
Learning Objective
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By the end of the course, participants will be able to identify and describe each letter of the WHERETO acronym for instructional planning.
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Summary of UbD Stage #3
Using the acronym WHERETO will help ensure lessons are both engaging and effective. Each letter of the acronym is listed below.
W -- where are going, why, and what is expected of me? Students must know the learning goals for a lesson along with clear expectations.
H -- hook and hold the students interest with attention getting introductions that make the students want to learn.
E -- experience and equip. Give students the learning experiences that will equip them with the skills to transfer their learning to other situations in their lives.
H -- hook and hold the students interest with attention getting introductions that make the students want to learn.
E -- experience and equip. Give students the learning experiences that will equip them with the skills to transfer their learning to other situations in their lives.
R -- rethink, revise, reflect. Ensure students have opportunities to rethink the "big ideas" of the lesson, reflect on their learning, and revise or refine their understanding.
E -- evaluate . . . SELF evaluate. In this phase, the instructional design should include ways for students to consider what they have learned and what questions still remain.
T -- tailor. Personalize the instruction for individual interests. Allow students some leeway in projects so they are tailored to their interests.
O -- organize the lesson for maximum learning. Give thought the flow and organization of lesson plans. Activities should be organized in a way that provides the student the best chance of being engaged and learning for transfer.
E -- evaluate . . . SELF evaluate. In this phase, the instructional design should include ways for students to consider what they have learned and what questions still remain.
T -- tailor. Personalize the instruction for individual interests. Allow students some leeway in projects so they are tailored to their interests.
O -- organize the lesson for maximum learning. Give thought the flow and organization of lesson plans. Activities should be organized in a way that provides the student the best chance of being engaged and learning for transfer.
Wiggins, Grant and McTigh, Jay (2011). Understanding by Desing - Creating High-Quality Units. Alexandria, VA: ASCD
