Sublime

students see and answer suchquestions as these: What’s the point? What’s the big idea here? What does thishelp us understand or be able to do? To what does this relate? Why should welearn this?

to sidleup to a student in the middle of any classand ask the following questions:What are you doing?Why are you being asked to do it?What will it help you do?How does it fit with what you have previously done?How will you show that you have learnedit?

“How am I going to design experiences where each student discovers the purpose of the standard?”

Stage 1: What should students come away understanding? Stage 2: What will count as evidence of that understanding?

this: How do we make itmore likely—by our design—that more students really understand what they areasked to learn?