WHERETO Elements for planning instructional sequences:

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 with necessary tools, knowledge, and know-how to meet performance goals.
R - Provide students with numerous ideas 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.

In other words --

  • W=Where are students in this class going? What am I expecting them to know, do, and understand by the conclusion of this lesson, unit, and/or course? How will I ensure that all learners understand the purposefulness of what they are doing and learning-and its connection to their personal growth as an artists as well as the world beyond the classroom? Which facets of understanding will I emphasize in this particular instructional process?
  • H=How will I hook and hold my students' imagination, commitment, and interest? At key juncture points in my lesson, unit, and/or course, how will I capture students' desire to be involved in what they are learning? How will I ensure that students receive support and coaching so that they understand the value of what I am teaching them-and its relevance to them and their experience as artists?
  • E=How will I equip all my students for success in the area of the visual and performing arts I am teaching them? How will I provide varied and differentiated experiences so that all learners develop the requisite skills, procedures, and knowledge they require to be successful in expressing themselves in the artistic medium in which they are working? How will I provide coaching and support to help students move from initial modeling and shaping of the skills and procedures I am teaching them toward increasing levels of independent use and creative self-expression?
  • R=How will I encourage my students to be self-reflective and self-evaluative as they explore and express themselves in the artistic media in which we are working? How will I build into their learning experiences opportunities to revisit, revise, refine, and rethink what they are doing and how they are doing it? How will I build in options for peer coaching and peer critique? How will I support all my students in experiencing the visual and performing arts as works in progress, rather than end points?
  • E=How will I build into my arts instruction opportunities for students to self-evaluate and self-express? For example, how will I present students with models and exemplars of work comparable to the products, processes, and performances through which they are expected to express themselves in this lesson, unit, and/or course? How will I work with my students to explore and apply the evaluation criteria we will use to assess and monitor their progress-and judge the impact of their visual and/or performing arts products and performances? How will I encourage self-evaluation and self-reflection as an essential part of my students' arts education?
  • T=How will I tailor my instruction to accommodate each student's artistic and expressive strengths as well as their needs and learning gaps? How will I avoid a one-size-fits-all approach to teaching the visual and performing arts and emphasize, instead, a more differentiated approach to individualizing students' learning experiences? Overall, how will I ensure that I incorporate within my class a feedback-adjustment process in which I assess students' knowledge, strengths, and needs at the beginning of an instructional episode or process and use that assessment data to custom-tailor learning experiences to address each student's individual needs and abilities?
  • O=How will I organize students' learning experiences so that I maximize their understanding of what they are doing in a particular aspect of the visual and performing arts? To what extent will I help my students move along a true developmental continuum, from novice to apprentice to master? Overall, how will I ensure that my students begin with concrete experiences that move them toward initial conceptual understanding and, ultimately, toward independent use and true self-expression?

Source: ArtsEdge: Designing Teaching and Learning Activities