Bringing it all together ….

1. Bringing it all together …. Planning for and Developing Lesson Plans and Units

2. Instructional Cycle

3. Backward Design

4. Introduction to Backward Design

5. Traditional Curriculum Planning • The teachers starts curriculum planning with interesting activities and textbooks • What is taught is what is in the textbook. • Assumption that the content that is in the textbook is the content of the standards. • The teacher thinks about assessment at the end of the unit, once the teaching is completed.

6. Traditional Curriculum Planning Not Effective!! • Often begins with really interesting books or activities that we want to teach or are required to cover • Curriculum designed around these books rather than on standards • Assessment is decided upon at the end of the unit (“How am I going to test what I have been teaching?”)

7. Why Backward Design? • Focuses on assessment first and instructional activities last • Forces teachers to focus on what students need to know, understand, and be able to do (standards) • Assessments planned up front • Everyone (teacher, students, parents) know ahead of time how the unit will be assessed.

8. What is Backward Design? • Backward Design is a process of lesson planning created by Grant Wiggins and Jay McTighe and introduced in Understanding by Design (1998). • This lesson design process concentrates on developing the lesson in a different order than in traditional lesson planning. Identify desired results. Determine acceptable evidence. Plan learning experiences and instruction. Wiggins, G & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.http://www.ascd.org/publications/books/198199/chapter1.html

9. Deconstructing Backward Design Backward • Begin with the end in mind. • Develop a clear understanding of where you want to go. • Map out the steps to get you there. Design • (vb) To have purposes and intentions (Oxford English Dictionary)

10. Stage 1: Identify Desired Results • What should students know, understand, and be able to do? • Curriculum

11. Stage 2: Determine Acceptable Evidence of Learning • How will we know if the students have achieved the desired results and met the standards? • What will we accept as evidence of student understanding and proficiency? • Assessment

12. Stage 3: Design Learning Experiences • Plan instructional activities • Plan for engaging the students • Instruction

13. “I always know where I’m going as I teach, because I’ve already been there in my planning process.”-- Stacy Irvin, Middle School Math teacher

14. Standards/What kids are to know, understand, and be able to do • Curriculum must be anchored in the standards • Teachers need to know what they are expected to teach • Students need to know for what they will be held accountable • Standards are more than covering content – what do we want the students to do?

15. Assessments: • Students demonstrate understanding throughout the unit, not just at the end • Allows students to be assessed in multiple ways • Criteria and performance standards are clearly stated and understood by all • Used to inform instruction • Answers the following questions: • How much did the students learn? • How well did they learn it? • How well did I teach it?

16. Instruction Questions to ask when designing: • What prior knowledge do students need to be successful? • What instructional strategies will best help my students achieve mastery? • How can I engage my students in the learning? • What resources can I use (more than my textbook)?

17. The first and most important aspect of backward design is to become familiar with the standards for the grade level and subject you are teaching.

18. Sum it Up • Read the article, “The Three Stages of Backward Design” • Pull out the main ideas. • Summarize the article – each word is worth $.10 – you can’t spend over $2.00 • Put your summary on chart paper and be prepared to share.

19. Reflection Log • How is backward design different from traditional methods of curriculum planning? • How will planning using the backward design method help you as you are developing your units of instruction?

20. Unit Planning (Using Backward Design)

21. Overview of Unit Plan • Putting all the pieces together • Unit Plan • Rubric • Assignment

22. Backward Design Stage 1: Identify Desired Results • Curriculum Map • List of Standards

23. Backward Design Stage 2: Determine Acceptable Evidence • List of Assessments in Unit • Formative • Summative • Here you will list the assessments; however, you must include a copy of all assessments in the unit.

24. Questions to ask yourself: • What are the standards asking students to do? • What would that look like in student work?

26. In addition …. • You will need to add all formative assessments to the list. Some assessments you will be able to develop now (tickets out the door, etc). If you add others later, be sure they get added to the list.

27. Backward Design Stage 3: Plan Learning Experiences & Instruction • Launch Activity • Lesson Plans

28. Launch Activities • Activities designed to “peak” students interests in what they will be learning • Link the unit to real-world knowledge • Don’t have to be long or “cute”.

29. SB2. Students will analyze how biological traits are passed on to successive generations. (GPS) a. Distinguish between DNA and RNA b. Explain the role of DNA in storing and transmitting cellular information. c. Use Mendel’s Laws, to explain the role of meiosis in reproductive variability d. Describe the relationships between changes in DNA and potential appearances of new traits including: Alterations during replication (Insertions, Deletions, Substitutions) and Mutagenic factors that can alter DNA -high energy radiations (x-rays and ultraviolet), Chemicals e. Compare the advantages of sexual and asexual reproduction in different situations f. Examine the use of DNA technology in forensics, medicine, and agriculture. Students will complete the “What genes do you have?” activity. The class as a whole will discuss which genes are in their genetic code and which family member they think they inherited the trait from. Students will watch a Genetics video to visualize what heredity means and how it is related to living organisms. Multiple videos may be shown. Students will have already been taught the Cells Unit which includes the basic knowledge of DNA and RNA. Individuals will be able to link information from the videos to things they already know.

30. M7D1 Students will pose questions, collect data, represent and analyze the data, and interpret the results. b. Construct frequency distributions f. Analyze data using appropriate graphs, including pictographs, histograms, bar graphs, line graphs, circle graphs, and line plots introduced earlier, and using box and whisker plots & scatterplots Hook: Discuss with students how charts/tables and graphs are a way to organize and display data. View the flipchart “Tables and Charts”Completethe activity with the students on the last two pages of the flipchart. Students will then break into pairs to play a game on collecting data and using a chart to their record data. Students will be given flash cards of three different symbols (star, circle, and a square) to use as their data and a tally chart to record their data with. • *See attachment- LA • Link: Let students know about them going to start a new unit in math. Then review the standards, essential questions and big ideas

31. Lesson Plans • Lesson plans describe in detail what and how a teacher intends to teach on a day-to-day basis—the sequence of activities, student grouping, and resources used. • A lesson plan is a teacher's detailed description of the course of instruction for one class. A daily lesson plan is developed by a teacher to guide class instruction.

32. 3 Parts to Lesson Plan • Curriculum • Standards & Elements • Learning Targets/Lesson Goals • Essential Questions • Assessment • Assessments • Instruction • Opening (20% of lesson) • Work Session (60% of lesson) • Closing (20% of lesson)

33. Estimated Time for Lessons