Stage 1 Desired Results – Stage 1 is where we determine what we want the end results to look like. At the end of stage 1, we have a clear picture of what students should know and be able to do as a result of taking the course. Step 1: Established This refers to the broad ideas and themes you would like to address in the course. Examples: From a welding course: use equipment to perform Gas Metal Arc Welding to produce “Safely quality welds.” From a criminal justice course: students to the fundamentals of police, correction, and courts “Introduce with a on justice, duty, ethics, and societal issues.” From a surgical technology capstone course: for the CST exam, complete a practice exam as well “Prepare as sit for the certification exam, adequately prepare STC students for the CST exam.” Step 2: Topics: Step 3: Essential Questions: Major Topics are the important concepts that shape Essential Questions are questions that foster the course. They are timeless, so if we revisited inquiry, understanding, and transfer of learning them five years from now, they would still hold true. related to the Major Topics. These are open-ended, In this step, we brainstorm concepts about specific thought-provoking questions. Students might understandings a student needs to learn, in order disagree on the answers, and there might be more to be successful in the course and in the world. than one possible answer. These are the concepts and ideas we want students to take away from the course. Characteristics of Essential Questions: Characteristics of Topics: Broad in scope and timeless in nature Perpetually arguable Core to the subject Genuine and relevant to the Major Topics and Establish learning priorities core content Hold together the related content Provoke deep thought, lively discussion, and and abstract the need to ask more questions One or two Requires students to support ideas and Universal in application justify their answers. Timeless and questions are usually good “How” “Why” Uncover meaning or value questions because they lead to in-depth answers Steps in Creating Major Topics: in Writing Essential Questions: Brainstorm a list of possible ideas. Don’t worry if they aren’t perfect; first, concentrate on Brainstorm possible questions. down all getting a good list of ideas together. Review suggestions and review them later.
Stage 1 – Desired Results Stage 1 is where we determine what we want the end results to look like. At the end of stage 1, we have a clear picture of what students should know and be able to do as a result of taking the course. Step 1: Established This refers to the broad ideas and themes you would like to address in the course. Examples: From a welding course: “Safely use equipment to perform Gas Metal Arc Welding to produce quality welds.” From a criminal justice course: “Introduce students to the fundamentals of police, correction, and courts with a on justice, duty, ethics, and societal issues.” From a surgical technology capstone course: “Prepare for the CST exam, complete a practice exam as well as sit for the certification exam, adequately prepare STC students for the CST exam.” Step 2: Topics: Major Topics are the important concepts that shape the course. They are timeless, so if we revisited them five years from now, they would still hold true. In this step, we brainstorm concepts about specific understandings a student needs to learn, in order to be successful in the course and in the world. These are the concepts and ideas we want students to take away from the course. Characteristics of Topics: Core to the subject Establish learning priorities Hold together the related content and abstract One or two Universal in application Timeless Uncover meaning or value Steps in Creating Major Topics: Brainstorm a list of possible ideas. Don’t worry if they aren’t perfect; first, concentrate on getting a good list of ideas together. Review Step 3: Essential Questions: Essential Questions are questions that foster inquiry, understanding, and transfer of learning related to the Major Topics. These are open-ended, thought-provoking questions. Students might disagree on the answers, and there might be more than one possible answer. Characteristics of Essential Questions: Broad in scope and timeless in nature Perpetually arguable Genuine and relevant to the Major Topics and core content Provoke deep thought, lively discussion, and the need to ask more questions Requires students to support ideas and justify their answers. “How” and “Why” questions are usually good questions because they lead to in-depth answers in Writing Essential Questions: Brainstorm possible questions. down all suggestions and review them later.
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