• “The development of collective meaning is an essential characteristic of a learning organization.”

    -Peter Senge

    Descriptor

    Educators design constructivist experiences and facilitate learners’ conceptual development and deep understandings as they construct meaning. Learners are engaged in active learning by thinking collaboratively, thinking critically, communicating their thinking, representing their thinking and reflecting on their thinking.
     
    Educators have autonomy in creating experiences for the learning process. The district expectation is to follow the scope and sequence for each content area for the designated grade or course and to maintain the integrity of the UbD design model.

    Lesson Design

    In Stage 3 of UbD, learning experiences are developed with Stage 1 and Stage 2 in mind to ensure alignment and effectiveness of the activities. Lesson design includes several basic components including a meaningful objective, appropriate learning experiences, formative assessments, a plan to adjust and appropriate closure.
     
    In Stage 3, the educator will consider the following:
    • Activities, experiences and lessons leading to learners acquiring knowledge and skills, making meaning of the important ideas and equipping them to transfer learning
    • Learning designs supports learners’ acquisition, meaning making and transfer
    • Sequence of the unit and scaffolded support to optimize achievement for all learners
    • Alignment of Stage 3 to Stage 1 and 2
    Meaningful Objective
    An objective for the lesson is justified in terms of past learning, related to learner interest and linked to longer-term goals.
     
    Learning Experiences
    Learning experiences are created to maximize the transfer, meaning and/or acquisition of understandings, which must be actively constructed by the learner. Consideration should be given to:
    • Authentic experiences with multiple opportunities for practice and constructive feedback in the transfer of knowledge and skills using the learning in realistic ways 
    • Opportunities which lead learners to make meaning, moving them beyond literal thinking, drawing inferences and making generalizations
    • Learning experiences that enable learner acquisition of knowledge and skill
    Scaffolding
    Educators employ a variety of instructional tools and techniques used to support the needs of individual learners as each move progressively towards greater understanding and independence in the learning process. Tailored to the needs of the learner, design considerations should be made throughout the process including, but not limited to, content, process, product, affect, readiness, interest and learning profile.
     
    Curriculum Compacting
    By demonstrating mastery in TEKS/learning outcomes, the learner may utilize time to pursue a related topic in greater depth or an alternate topic of interest. Well-designed pre-assessments are crucial to gathering evidence of learners’ mastery to determine how the curriculum should be compacted. Each learner’s path may be customized utilizing curriculum compacting.
     
    Formative Assessment
    Acquired through formal and informal means, assessing for learning enables educators to check along the way for learners’ misconceptions or skill deficits and adjust instruction accordingly. For more detailed information about formative assessment, see Chapter 5.
     
    A Plan to Adjust
    As the needs of learners are revealed through formative assessment, the educator responds and adjusts instruction accordingly to ensure successful mastery of learning goals.
     
    Appropriate Closure
    Debrief, self-assessment and/or reflection are ways to provide appropriate closure for the learning experience.