The document outlines the third stage of Understanding by Design, which involves planning specific learning activities and lessons to accompany the desired results from the first two stages. It presents the acronym WHERETO as a planning tool to help design lessons, where each letter represents a different element to consider: hook, where/why, equip, rethink, evaluate, tailor, organize. It then provides suggestions for each letter to guide planning sequenced and differentiated learning activities.

1. Stage Three: Plan Learning Activities W.H.E.R.E.T.O. Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

3. W.H.E.R.E.T.O. Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development How will we organize the sequence of learning? O How will we tailor learning to varied needs, interests, and learning styles? T How will students self-evaluate and reflect their learning? E How will we rethink or revise? R How will we equip students for expected performances? E How will we hook the students? H Where are we going? Why? What is expected? W

9. Specific Suggestions for “T” Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development Differentiation is incredibly important, and “T” reminds us of that. In brief, remember that you can differentiate both PROCESSES (how learning happens), PRODUCTS (visual, written, oral, etc.) and CONTENT (e.g., resources at different reading levels based upon pre-assessment data). How will we tailor learning to varied needs, interests, and learning styles? T

10. Specific Suggestions for “O” Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development It’s time to organize and arrange the learning activities! How will we organize the sequence of learning? O