Understanding by Design

Stage 1 Identify Desired Results

Established Common Core State Standards (Using American School Counselor Association Standards for Counselor
Lessons):
ASCA Standard- C:B1.3 Demonstrate knowledge of the career-planning process; C:B1.6 Learn to use the Internet to access career-
planning information; A:A3.4 Demonstrate dependability, productivity and initiative; PS:C1.5 Differentiate between situations
requiring peer support and situations requiring adult professional help; PS:C1.6 Identify resource people in the school and
community, and know how to seek their help; A:A2.3 Use communications skills to know when and how to ask for help when;
A:A3.5 Share knowledge; PS:B1.12 Develop an action plan to set and achieve realistic goals

What essential questions will be considered? What understandings are desired?

How do you find the right fit for college (or other post- Students will understand that
secondary goals)?
Career development is a life-long process that requires self-
reflection and dedication to research.

What key knowledge and skills will students acquire as a result of this unit?
Students will know Students will be able to

How to utilize technology and community resources to Create and articulate an action plan to reach appropriate
support their self-reflection and research. goals based on their self-reflection and research.

Stage 2 Determine Acceptable Evidence

What evidence will show that students understand?
Performance Tasks: (student products & performances with clear criteria used to evaluate)

- Students will complete online interest inventories on Naviance to support self-reflection

- Students will use online resources, search engines, Google maps, email, YouTube Videos, etc. to research
areas of interest (connect with people in the field via email or skype, watch videos of careers, map areas
where careers are relevant, use online budget calculators based on average salaries found through the bureau
of labor and statistics website for career trends)
- Students will research cost, location, size, major of interest, colleges or necessary training for specific career
goals (college websites, emailing college reps, tours, scholarship opportunities)
- Students will create an action plan (outline on google docs) towards reaching a specific career goal (career,
college major, college, professional training, etc.) and share outline with assigned group for further reflection
and revision
- Students will present research and action plan to class in chosen format (slides, video, etc.)

What other evidence needs to be collected in light of Stage 1 Desired Results?

Other Evidence: (tests, quizzes, prompts, work samples, observations, etc)

-submit interest inventory results

-submit action plan drafts (x2)
- Submit final presentation materials

Stage 3 Plan Learning Experience

Sequence of teaching and learning experiences (engage, develop and demonstrate the desired understandings)
-Show students a completed interest inventory
-Provide lesson on how to use the results and begin research
-Class lesson on career research
-Show videos involving different careers
-Provide an outline for an action plan
-Guest speaker discusses college admissions

W Ensure that students understand WHERE the unit is headed, and WHY.
H HOOK students in the beginning and HOLD their attention throughout.
E EQUIP students will necessary experiences, tools, knowledge, and know-how to meet performance goals.
R Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work.
E Build in opportunities for students to EVALUATE progress and self-assess.
T Be TAILORED to reflect individual talents, interests, styles, and needs.
O Be ORGANIZED to optimize deep understanding as opposed to superficial coverage.

Wiggins, G., & McTighe, J. (2006). Understanding by Design (2nd ed.). New Jersey: Pearson.