#14: Stage 3 - Learning Activities (Creativity, Autonomy & Relevance)

Once Stage 1 (Desired Results) and Stage 2 (Acceptable Evidence) are completed, we are then able to begin work on Stage 3 (learning Activities).

Stage 3 offers flexibility and autonomy to the teacher to choose those methodologies, activities and classroom experiences that he or she believes is best able to achieve the desired learning results for the unit. In choosing learning activities, the teacher should carefully consider the following within the context of the learning objectives:

• the makeup of the student body and how they best learn
• what the students already know and how that may be connected to the desired learning
• the preferred teaching style and content strengths of the teacher 
• the appropriateness of individual, small and/or large group activities to promote and maintain learning during the unit
• the appropriate choice of delivery methodology and support resources 
• powerful examples, simulations, or models that help cement the desired learning

Stage 3 can be quite different from teacher to teacher, unlike Stages 1 & 2 which need to be very similar. This is because learning standards are quite specific, but methodologies to acquire competency in those standards can be quite different. This creative aspect of Stage 3 offers great potential for peer learning and collaboration. With Ubd and a tool like Atlas, teachers may view how their colleagues are addressing how to teach different standards and learn and borrow from one another. It is the next best thing to visiting the classrooms of colleagues to observe and learn from them.

There is really only one rule to follow in Stage 3 and that is to ensure that all activities and learning experiences directly lead to the acquisition of the learning objectives. This means that those "wonderful" projects that all students and parents loved, but that really have no relevance or connection to any of the learning objectives have no place in Stage 3.