Chapter 12 : Big Picture  

In my opinion  the most important  issues in this chapter are the  Six Facets of Understanding:

explain provide thorough and justifiable accounts of phenomena, facts, and data

interpret  tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models

apply — effectively use and adapt what they know in diverse contexts

have perspective — see and hear points of view through critical eyes and ears; see the big picture

empathize — find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior indirect experience

have self-knowledge — perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard.

The assessment plan has to involve more high-quality, application-focused performance tasks constructed around the 6 facets mentioned  above . (Wiggins & McTighe, 2006).  The assesment and rubric must be considered when framing the curriculum.

The authors mentioned  the stages as well:

According to Stage 1 the desired results refers to not only the course goals and objectives, but the learning that should endure over the long term. This is referred to as the “enduring understanding”.

Stage 2 The second stage in the design process is to define what forms of assessment will demonstrate that the student acquired the knowledge, understanding, and skill to answer the questions .

The last  stage , Number 3, it is determined what sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understanding.

To develop those  topics  above teachers or designers   should follow certain sequence of  the subject. This is the continual spiral.  To develop curriculum around recurring, ever deepening inquiries into big ideas and important tasks  . The teacher's task is to design related challenges so that learning results in the "production of new ideas".  New facts and ideas become the ground for further experiences in which new problems are presented.