Transcript Stage 2 What Are the Enduring Outcomes?

Stage 2
What Are the
Enduring Outcomes?
Stage 2
Enduring Outcomes
Stage 2: WHAT ARE THE ENDURING OUTCOMES?
Prompt 1: What Standards will this Unit Address?
Prompt 2: What Big Ideas Characterize This Unit?
.
Prompt 3: What Enduring Outcomes will Students Acquire
When you are
Finished going through
The prompts, click here
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Construct a concept map for these 4th Grade
Electricity & Magnetism Standards…
1.
Electricity and magnetism are related effects that have
many useful applications in everyday life. As a basis for
understanding this concept:
a. Students know how to design and build simple series
and parallel circuits by using components such as
wires, batteries, and bulbs.
b. Students know how to build a simple compass and use
it to detect magnetic effects, including Earth’s
magnetic field.
c. Students know electric currents produce magnetic
fields and know how to build a simple electromagnet.
d. Students know electrically charged objects attract or
repel each other.
e. Students know that magnets have two poles (north and
south) and that like poles repel each other while unlike
poles attract each other.
Does it look anything like this?
ELECTRICITY
&
MAGNETISM
are
that have
Related
effects
1
Series &
parallel
circuits affect
the pathway
& resistanc e
of current
a
Elec tric
currents
produce
magnetic
fields
c
Many useful
applications in
everyday life
1
Magnets
have 2 poles
(north &
south)
f
Elec tromagnets
d
Poles reversed if
orientation of battery
is reversed
c
Like poles
repel
f
Static
Elec tricity
e
Elec trical
energy
g
can be
important in function of
Elec tromagnets
have 2 poles
c
Simple
compas s
b
Converted
to heat,
light, &
motion
g
can mak e by
Unlike poles
attract
f
Elec tric
motors,
generators,
doorbells,
earphones,
etc .
d
Freely
suspended
magnet will
align with
Earth's
magnetic
field
b
Rubbing a
needle on a
strong
magnet, place
on a cork in
water
b
Back to
Stage 2
Template
What Big Ideas characterize this
unit?

Some questions for identifying “big ideas” (From
Grant Wiggins, Understanding by Design)
 Does it have many layers and nuances, not obvious to the naïve
or inexperienced person?
 Do you have to dig deep to really understand its meanings and
implications – beyond a surface grasp?
 Is it prone to misunderstanding and/or disagreement?
 Are you likely to change your mind about its meaning and
importance over a lifetime?
 Does it yield optimal depth and breadth of insight into the
subject?
 Does it reflect the core ideas as judged by experts?
A big idea…
(From Grant Wiggins, Understanding by Design)
 Is
a focusing lens
 Provides great breadth, connections
 Lies at the heart of expert understanding of
the subject
 Requires uncoverage because its
meaning/value – not obvious, is counterintuitive, prone to misunderstanding
Big Ideas Typically appear as:
(From Grant Wiggins, Understanding by Design)









Concept (migration, function, quantum)
Theme (“Coming of Age,” “Go West…”
Debate (“nature vs. nurture”, conservatives vs. liberals)
Point of view (deconstruction, vegetarianism)
Paradox (Freedom must have limits, imaginary numbers)
Theory (evolution, Manifest Destiny)
Principle (“All men are created equal”, F=ma)
Underlying assumption (fair play, texts have meaning)
Question (Why leave home? Can we prove it?)
Back to
Stage 2
Template
Enduring Outcomes . . .
Enduring Outcomes using
Triarchic Thinking Abilities
Stamp
People
OUTER RING =
Recordings
Assessment Product Articles Newspapers
TV shows
Books
Recall
Cartoon
Name
Photograph
Say
Retell
Recite
Radio
Describe
Film
Video
List
Movie
Memory
Identify
Locate
Diagram
Apply
Script
Practical
Use
Solution
Implement
Questions
Map
Do
List
Connect to
Forecast
Find examples
Project
Translate
Real life
Demonstrate
Drama
Painting
Model
Report
Survey
INNER RING =
Graph
Questionnaire
Instruction Activities
Recommendation
Analyze
(Action Verb)
An argument
Compare
Definition
Contrast
Propaganda
Evaluate
Statement
Explain
Conclusion
Critique
Organize
Survey
Sort
Evaluation
Analytical
Classify
Sequence
Creative
Imagine
Invent
Suppose
Experiment
Play
Book
Game
Design
Machine
Create
Article
Reorganize Brainstorm
Invention
Synthesize
Report
Combine
Song
Predict
Skit
Speech
Set of rules or principles
Alternative plan
Hypothesis
Given the targeted unit goals, students
will need to know…
The Content Standards have already identified
what students need to know in each content area
and at each grade level
 The concept map forms the basis for stating what
students “need to know”
 However, don’t limit this section to the content
standards only. Identify any other “need to know”
outcomes you expect to come out of this unit

Given the targeted unit goals, students
will need to be able to …
As
with identifying what students need to know, what
students need to be able to… are also derived from the
Content Standards in each content area and at each grade
level
Again, consult the concept map you constructed to
identify what students need to be able to…
Then list any other skills, tasks, and/or other actions
you expect students to accomplish in this unit
What Critical Thinking/Process Skills
will students acquire?
Ideally, critical thinking/process skills should be
integrated into any lessons you design
 The thinking/skills you articulate in your unit plan
will be content specific
 For example, if you are planning a science unit
you will probably address skills such as
conducting careful investigations, posing testable
questions, formulating evidence-based
explanations, and so on

Now :
 We
can complete the enduring outcomes of
Stage 2, and add to it
 Use any other background information you
have acquired
 Be willing to explore new information as
you select course content and build it into
meaningful learning experiences
 Understand that this is a back-and-forth
process
Follow Thru …
As you begin Stage 2 you may very
well recognize more background
information in a particular area is
needed
 Or you may think of a great activity
so you skip ahead to Stage 4 to jot it
down
 This may prompt you to go back to
Stage 2 to clarify what you think a
“Big Idea” is
 And so on…

Put your enduring outcomes to the
test of the four questions below:
1.
2.
3.
4.
Will the enduring outcome help “uncover” a
“big idea” that has enduring value beyond the
unit?
Is the enduring outcome central to an
understanding of the unit topic?
To what extent will the enduring outcome
engage students and encourage inquiry?
Do the outcomes collectively form a cohesive
and connected set of outcomes representing
analytical, creative and practical thinking
abilities?
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