Design Specification Sheet
Date:
Names of Group Members:
Part 1: Standards, Topics, and Learning Outcomes
In the following section, you will be brainstorming ideas for the content and desired
learning outcomes for your interactive learning exhibit. Think like an “Assessor” or
“backwards planner,” which means thinking about:
What should students come away understanding (goals and objectives)?
What is evidence of that understanding (assessment)?
What activities will develop the understandings (student-centered
instruction)?
Target Grade(s):
What Content Standard(s)will be covered (from the framework)?
The following table is an organizer to help you make important decisions
involved in planning for understanding, long-term retention, and success for
all students:
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Identify desired What are the goals and
results outcomes you wish to
achieve in the lesson?
Determine What evidence
acceptable (assignments, activities,
evidence. tests, quizzes) will you use
to determine
understanding?
Plan learning What instruction,
experiences and activities, and experiences
instruction. will you use to enhance
and reinforce learning?
Establish Your Curricular Priorities:
Use this table to help you organize your curricular priorities.
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Worth being familiar with:
Worth being
familiar with
Important to
know and
Important to know and do:
do
“Enduring
Understanding”
Enduring understanding:
Diagram used from Wiggins & McTighe. (1998). Understanding by Design.
Part 2: Imagine Activities and Learning Resources
Now that you have some clear ideas about some of the topic goals and learning
outcomes that you want to achieve, you will begin to develop and collect the kinds of
activities and resources with which you will engage your students and help you to
achieve your stated learning goals.
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Without worrying yet about all the details of exactly what and how it will look,
describe the main learning activities that learners will do at your exhibit to achieve
particular learning goals. Where appropriate, imagine what students will DO that
provides you with evidence of their understanding. (The number of activities you
choose to do, should not be limited by the number of boxes on this page.
Describe Learning Activities How will something the students do
Describe what students will do and in this activity provide evidence of
what resources or materials will be understanding?
part of the activity.
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Part 3: Imagining the Different Parts of your Project Presentation
Based on what you have worked out in the previous sections, please start to imagine
how you will design different slides in your Project Presentation.
What should be included on different slides in the Project Presentation?
What kinds of media will be used to enhance the presentation?
Storyboard your Project Presentation. Make a basic flowchart of your
presentation, and begin to draw the different elements (text, video, graphics, sound,
pictures, etc.) of each slide.
Use extra sheets of paper if necessary.
Part 4: Planning the Organization of Work on your Team
What is the provisional organization of your work group?
(The group should decide how to assign roles and research tasks.)
Project Roles
Your group needs to decide and assign jobs that will be useful for managing and
completing this project. Some suggestions to consider:
Computer Content Mangers to keep track of stacks that different people are
working on and to track how they will have to be linked together
Non-Computer Content Mangers to keep track of artifacts and materials that
will be used as part of the exhibit in addition to anything on the computer.
Research/Content Specialists to search for content information and other
related resources
Your group can come up with ideas about the project roles it wants to assign.
Project Role Team Member Name(s)
(Name and describe it)
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An additional point:
Please be sure that you keep records and copies of all of your documentation,
working drafts, resources, etc.
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