and then kind of back up and break down how these, you know, fit in with a set of criteria when teachers are looking to design them themselves.

Yeah, let's follow that sequence.

Okay.

So I'm going to present three tasks.

They're from different grade levels.

They're different a little bit in scope, you know, how long they are, et cetera.

But through these three examples, I'll be able to extract underlying principles and characteristics of good tasks.

for you, right? Yeah.

So I'd love for you, for anybody who's just kind of catching up, like set the stage of kind of what we've talked about and how it kind of, how we kind of transitioned to thinking about those things as we shift to that third step of backward design and thinking about the learning pathway.

Yeah, I'm happy to do that.

And it's a joy to be back with you, Caitlin.

I love your podcast.

So in our last session, I talked largely about understanding by design framework, but with a focus on stages one and two of what's going to be known as backward design.

So just a quick summary.

Stage one of backward design is where we identify the learning goals toward which we are teaching.

OK.