[](Learning.md)]] tags:: #note/statement | #on/learning | #on/ubd people:: #people/grantwiggins # Uncover to Cover Lon Setnik dates:: 2022-04-10 %% *Design learning activities to uncover the essential questions, not to cover the big ideas.* Uncovering Vs. Covering in [[ACRMF8]]. _Don't cover the **big ideas**, keep returning them in increasingly complex situations._ Essential questions vs covering facts: Facts: prepare a patient with a tracheostomy for the OR by taking the following steps ... Essential questions: How can we prepare a patient with a tracheostomy to have a safe experience in the operating room? What contingencies should be planned for? What does the whole team need to know and how can we keep them informed? How should we rapidly communicate the airway plan to a team coming to assist in the care of a tracheostomy patient? ACRMF7: Essential Questions: How can I tell I am in an emergency? Fact: Emergency is defined as ... Essential Question: What do I need to remember about Nec Fasc? What can I look up? How can the environment help me not have to remember? Facts: What antibiotics are used in Nec Fasc %% ### What would the opposite argument be? Learners won't see all the information, they might not pass the test! ## Sources: Wiggins, Grant; McTighe, Jay. Understanding by Design (p. 235). ASCD. Kindle Edition. %%