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Wiggins and McTighe - Lesson Plan (Template)

This document is a template for designing a course unit based on the Understanding by Design framework. It includes sections for identifying learning outcomes, essential questions, resources, and evidence of student learning. For the learning plan, it prompts the instructor to describe the sequence of activities including anticipatory hooks, teacher modeling, guided practice, learning activities, independent practice, reflection, and conclusion/preview. The overall goal is for instructors to outline how they will address course goals and assess student understanding through various stages of instruction.

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Rey Giansay
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194 views2 pages

Wiggins and McTighe - Lesson Plan (Template)

This document is a template for designing a course unit based on the Understanding by Design framework. It includes sections for identifying learning outcomes, essential questions, resources, and evidence of student learning. For the learning plan, it prompts the instructor to describe the sequence of activities including anticipatory hooks, teacher modeling, guided practice, learning activities, independent practice, reflection, and conclusion/preview. The overall goal is for instructors to outline how they will address course goals and assess student understanding through various stages of instruction.

Uploaded by

Rey Giansay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

Course: ___________________________ Instructor_____________________

STAGE 1 – DESIRED RESULTS


Unit/Module: ___________________________________________________
Learning Outcomes:
What course goals or outcomes will this design address?

Essential Questions:
What question(s) will your students be able to answer by the end of instruction?

Resources
What resources can be made available to your student to support their active learning?
that formats are best suited to complement your course material?

STAGE 2 – ASSESSMENT EVIDENCE


Evidence of student learning (formative/summative)
How will you assess students’ prior knowledge?
What criteria will be used to assess student performance?
What evidence will be collected to demonstrate achievement?
How will students reflect and self-assess their learning?

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1


Course: ___________________________ Instructor_____________________
STAGE 2 – ASSESSMENT EVIDENCE
STAGE 3 – LEARNING PLAN
Anticipatory Sets/Hooks List the steps in chronological order to create a timeline of
How will you introduce the what will occur in your lesson.
material and capture their
attention? Consider how each of the components on the left will be
included in your lesson if applicable.
Teacher Modeling 1)
What instructional content and 2)
techniques will be incorporated 3)
into this lesson?

Guided Practice
How will you scaffold
information for your students?
How will collaborative learning
be used?

Learning Activities
How will students actively
engage with the material?
How will students work towards
achievement of the learning
outcomes?

Independent Practice
How will students show
evidence of learning?
Reflection
What have you learned about
your teaching and content
covered in this unit?
What changes or adjustments
could you make?
What were the strongest
features of your unit?
What are your overall
reflections in the course to this
point?
Conclusion and Preview
What should students take
away from this lesson?
What will happen next? Why?

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2

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