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18.1: Introduction

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    Unit and Lesson Planning


    What do you want your students to know and be able to do by the end of a unit of instruction, class, program of study…? How do you identify learning goals? Do the activities you assign actually help students meet those goals?

    Watch this video lecture (2:46 minutes)

    [MSU Graduate School]. (Aug. 26,2013). What is Backward Design?.[Video File]. Retrieved from



    The three main areas of the unit plan

    Identified Desired Results

    To what extent are the targeted enduring understanding transferable, specific enough to guide teaching and assessment and framed by provocative essential question?

    Assessment Evidence

    To what extent do the assessments provide valid and reliable measures of the targeted understanding, opportunities for students to exhibit their understanding through authentic performance assessments, sufficient and varied information to support inferences about each student’s understanding?

    Planning Learning Experiences and Instruction

    To what extent do the brainstormed sequence of the main activities in the unit include instructional materials and resources for the selected content, the instructional strategies to engage, motivate, and support students, and the activities that students will perform to become more skilled and knowledgeable about the enduring understandings and specific content.

    *Adapted from The Understanding By Design Handbook by Jay McTighe and Grant Wiggins

    18.1: Introduction is shared under a not declared license and was authored, remixed, and/or curated by LibreTexts.

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