1 / 60

Backward Design

Backward Design. A Snapshot. What Is It?. Backward Design is a process of lesson planning created by Grant Wiggins and Jay McTighe and introduced in Understanding by Design (1998).

paige
Télécharger la présentation

Backward Design

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Backward Design A Snapshot

  2. What Is It? • 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.

  3. What is Traditional Lesson Planning? • 1. • 2. • 3.

  4. Begin with the END in mind! • Why?

  5. “A ship with no port of destination, knows no favorable wind.” Anonymous

  6. A Concept’s Whose Time Has Come Ralph Tyler in1949 wrote: “ Educational objectives become the criteria by which materials are selected, content outlined, instructional procedures are developed, and tests and examinations are prepared…”

  7. “The Seven Habits of Highly Effective People”Stephen R. Covey • To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.

  8. Traditional Common Planning Mistakes • Cute activities that don’t really go anywhere or are too loosely connected to the objective. • Fun activities, just because they are fun. • Marching through the textbooks. Both are symptomatic of a lack of intellectual focus on targeted goals

  9. Table of Contents Activities Assessments Traditionally teacher’s have used:

  10. Backward Design begins with: • Goals & Objectives • Assessments • Activities

  11. “Teaching” for mere content mastery Teaching discrete skills, out of context, on neat-and-clean exercises, with simple answers Linear coverage of all content, as if everything is equal and learnable by one exposure Backward Design:Shift Your Focus from:

  12. Backward Design asks you:To Focus on Students’ Learning: • “Learning” how to USE content effectively. • Draw upon many skills, in realistic contexts via complex tasks and problems. • Recursive curriculum with clear priorities goals. • …and many chances to understand • Textbook as a resource, in support of explicit learning.

  13. Shift Your Perspective! • It’s NOT what I teach but how do I get it learned • It’s NOT the input but the yield • It’s NOT the syllabus but the results

  14. Backward Design • Is A Three Step Process…

  15. Determine acceptable evidence. Plan learning experiences and instruction. Identify desired results. Wiggins, G & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

  16. Stage 1:Identify Desired Results • What is important for students to be able to do, know, or perform? • What enduring understandingsare needed? • What state, national, and district standards need to be met? • What are the essential questions?

  17. Enduring Understanding Worth beingfamiliar with. “Nice to know” Important to knowand do. Foundational skill “EnduringUnderstanding” Core task Wiggins, G & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

  18. History Significance of the Magna Carta Limits on Power Rule of Law

  19. The Constitution Limits on Power Three Branches of Government Checks and Balances

  20. European History Congress of Vienna Competing Groups form Alliances Balance Of Power

  21. The Big Question? • How do I determine what is an….. • “Enduring Understanding?” • What are the four filters?

  22. Filter 1 Does the “enduring value” have value beyond the classroom? • Jerome Bruner, The Process of Education (1960) wrote….. • “is this worth knowing as an adult?” • The Big Idea is also known as the • Linchpin idea.

  23. Filter 2 • To what extent does the idea, topic, or process allow the student to use the information, or ‘doing' the subject? • For example… • Interpreting historical events, • Researching and critiquing books, • Debating social and economic policies

  24. Filter 3 • Will the idea, topic or process require • Uncoverage? • Are there ideas or concepts that are not obvious or counterintuitive? • Will these ideas or concepts need significant teachers’ guidance?

  25. Filter 4 • Will the idea, topic, or process: • …offer the potential for engaging students? • For example…what does it mean to be independent?

  26. Historical Enduring Understandings… • History involves interpretation; historians can and do disagree. • The study of history involves understanding the various schools of thought. • Historical interpretations are influenced by one’s perspective (e.g. freedom fighters vs. terrorists).

  27. What Enduring Understanding’s Do You Teach? • 1. • 2. • 3.

  28. What are Essential Questions? Have no simple “right“ answer; they are meant to be argued. Are designed to provoke student inquiry. Often address the conceptual or philosophical foundations of a discipline. Raise other important questions Occur frequently throughout the learning process Stimulate continue rethinking of big ideas, and prior lessons. Examples

  29. Examples • Is the judicial branch too powerful? • What do we mean by “all men are created equal?” • What role did/does religion play in the development of US history? • How and why do we provide checks and balances on government? • Who are our global friends and why?

  30. What essential questions can you ask? • 1. • 2. • 3.

  31. Stage 2:Determine Acceptable Evidence • How will enduring understanding be measured?

  32. Think like an assessor! • A Common Mistake…. • Teacher’s think goal/objective…. • then activities.

  33. Decide upon the Assessment … and actually create the test/assessment BEFORE you begin day one of instruction! This will provide the “road map” for what is to be taught.

  34. Assessments should vary! • Both formal and informal • Scope • Time frame • Setting • Structure

  35. In the assessment process students should demonstrate their understanding’s through…. • … ‘the six facets of understanding.’

  36. Six Facets of Understanding: students… • can explain - accurate • can interpret - meaningful • can apply - effective • have perspective - credible • can empathize - sensitive • have self-knowledge – self aware

  37. Select Assessment Type • Ask yourself, “What is the best way for students to demonstrate what they know and can do?” • Traditionally... • Paper and pencil test? (Multiple choice, short answers, true/false, single essay)

  38. Traditional assessments have students… • Report the information… • Recite..’Just the facts…’ • Use the lower level of Bloom’s Taxonomy…

  39. Backward design challenges teachers to develop … • Summative assessments, sometimes called “performance assessments.” • Summative assessments incorporate the strengths of traditional assessment with a product or performance task. • Move towards the upper end of Bloom’s taxonomy.

  40. Summative Assessments • … require students to apply skills, concepts, and understandings to a new problem in a different context or to a different text(s).

  41. Possible Summative Written Assessments • Biographies • Editorials • Historical Fiction • Position Paper • Research Report

  42. Possible Oral Performances • Debates • Historical Interviews • Oral Report/Presentation • Speeches

  43. Possible Visual Products • Diagram/Diorama/Power Point • Graph • Map • Political Cartoon • Poster

  44. Assessment Continuum Informal Checks for understanding Observation/Dialogue Performance task/project Academic prompt Quiz/Test Wiggins, G & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

  45. Remember…. • Assessments are interwoven throughout the entire unit of study. • Assessments are a part of the learning process and should occur throughout the sequence, not just at the end.

  46. Develop a Scoring Guide/Rubric • Purpose? To provide clear descriptors about how performance will be judged. • Result? Your grading will be more reliable.

  47. Sample US History Rubric • Clear, well-developed thesis that in a sophisticated fashion with key components… • Clear, developed thesis that deals with the key issues… • General thesis responding to all components superficially… • Little or no analysis… • (Education Testing Service/College Board, 1992, p. 25)

  48. Rubric Sites to Explore Because there is NEVER enough time… borrow, borrow, borrow!!! • www.Rubistar.4teachers.org • www.rubric.com • www.Teach-nology.com

  49. Stage 3: Plan Learning Experiences. • Learning experiences are planned after desired results and the method of measurement of those results are identified. • What will the students need to know in order to achieve the desired goal, learning, or understanding? • Various strategies are used to plan the learning.

  50. Delivery of Instruction How will you teach this standard/objective? Think Learning Strategies!! Consider learning styles

More Related