Established Goals (EG)
and Deep Understandings (DU)
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No standards stated, only numbered; or a laundry list of standards or
No DU stated, stated as phrases, or are not related to EG clearly, or a laundry list of statements, most of which are lower level concepts, information, or skills;
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Standards are stated but either they are not clearly related to each other or they include extraneous Standards.
DU’s are written as statements but demonstrate some confusion between DU (principles) and knowledge and skills.
Or
DU is a vague “truism,” without transfer value.
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Explicit Standards are clearly related to each other.
Clear statements of DU that are complex and/or often misunderstood by novices;
Statements have “transfer” utility—they can be used to address more than one or two problems in the field or discipline
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Explicit Standards are clearly related to each other.
Clear statements of DU make use of the “recurring” big ideas in the field of study. They are complex and/or often misunderstood by novices.
Statements have substantial “transfer” utility—they can be used to address a wide variety of problems in the field or discipline.
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Essential Questions (EQ)
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No EQ; laundry list; or EQ has an obvious answer and/or raises no real issue, or puzzle
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EQ’s pose a problem or puzzle, but pose a superficial problem that requires little use of “one or more of the six facets of understanding” to address.
Or
The wording of EQ’s is biased towards a particular answer
Or
The large number of EQ’s included dilutes the focus of the puzzle.
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EQ’s pose a complex problem or puzzle that requires use of one or more of the “six facets of understanding” to address.
The wording of the EQ’s clearly allows for more than one solution. However, the range of possible solutions may be unduly limited, e.g., pro or con.
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EQ’s pose a complex problem or puzzle that require use of one or more of the “six facets of understanding” to address
The wording of the EQ’s makes the nature of the problem or puzzle very clear.
The EQ’s clearly allow for multiple solutions or a range of solutions.
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Knowledge and Skills (KS)
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No KS; laundry list;
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KS are clearly related to each other. They are the necessary knowledge and skills required, but not sufficient to complete the performance task (APT). Or, some knowledge and skills are irrelevant to the focus of the unit.
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KS are clearly related to each other and are nearly complete—these are most of the facts and skills needed for the unit. Unnecessary or irrelevant KS are not included.
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KS are clearly related to each other and are complete—these are the facts and skills needed to address the EQ and develop the DU
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Authentic Performance Task (APT) and Assessment Rubric
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No APT; no rubric; task does not use GRASPS framework
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APT and rubric are included;
the task uses most or all elements of GRASPS framework ;
But
The task is superficial, inauthentic, or more glitz than substance.
Or
The rubric describes levels of performance vaguely,
Or
omits criteria identified in the APT
Or
The APT is not written directly to students, using language that is not engaging or does not “hook” learners.
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APT and rubric are included,
The task uses all elements of the GRASPS framework.
The task tries to simulate a “real-world” situation in which learners must apply the expertise of professionals to complete the task.
The task is connected to one or more of the 6 facets of understanding.
The APT is written directly to students,
But
uses language that is not engaging or does not “hook” learners.
Or
The rubric criteria at best describe vaguely the level of performance expected
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APT and rubric are included;
The task uses all elements of GRASPS framework.
It clearly simulates a “real-world” situation in which learners must apply the expertise of professionals to complete.
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Learning Plan Activities
(LP)
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The steps in the plan look more like the steps in traditional lessons consisting mostly of lecture or whole-class discussion.
Little or no use of small-group work or literacy activities.
Or
Steps include little or no formative assessment
Or
little or no differentiation
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Steps still rely heavily lecture or whole-class discussion, but do include some small-group work and literacy activities.
Some formative assessment and differentiation occur during the steps.
But
Formative assessments or differentiation occur sporadically
Or
only vaguely relate to academic or social makeup of class or to needs of students with IEP’s
Or
relate to only some students’ needs rather than reach out to the class as a whole. For instance, activities actually consider only struggling readers instead of the whole class .
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Steps in the plan include literacy and small-group activities to scaffold student learning.
Formative assessments and differentiation occur regularly
And
target the needs of most learners
But
they do not the make use of funds of knowledge possessed by students in this class as resources for learning.
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Steps in the plan systematically integrate literacy and small-group activities that clearly scaffold student learning.
Formative assessment and differentiation occur systematically throughout the plan.
And
clearly target the academic needs of learners in the class, including learners with IEP’s, when appropriate.
And
activities and assessments clearly make use of funds of knowledge possessed by students in this class as resources for learning.
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Total
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