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Backward Design

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.

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Backward Design

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  1. Backward Design

  2. 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. How is it different? Traditional • Goals & objectives • Activities • Assessments Backward Design • Goals & objectives • Assessments • Activities

  4. Set the vision.  Focus on the big ideas. • Create a shared vision. • Departmental activities to focus on • Enduring Understandings • Standards (national, provincial, division) • Essential Questions Identify desired results.

  5. Identify desired results. Determine acceptable evidence. Determine how students demonstrate their knowledge. Focus on assessment before designing the learning activities. Expand the assessment continuum.

  6. Identify desired results. Determine acceptable evidence. Plan instructional activities: Share best practice. Build in collaboration. Ensure success for all learners. Plan learning experiences and instruction.

  7. Set the vision.  Focus on the big ideas. • Create a shared vision. • Departmental activities to focus on: • Enduring Understandings • Standards (national, state, district) • Essential Questions Identify desired results. Determine how students demonstrate their knowledge. Focus on assessment before designing the learning activities. Expand the assessment continuum. Determine acceptable evidence. Plan instructional activities: Share best practice. Build in collaboration. Ensure success for all learners. Plan learning experiences and instruction. Wiggins, G & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

  8. Identify Desired Results • What is important for students to be able to do, know, or perform? • What enduring understandings are needed? • What provincial standards need to be met? • What are the essential questions?

  9. Enduring Understandings Worth beingfamiliar with. Important to knowand do. “EnduringUnderstanding” Wiggins, G & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

  10. Essential Questions • Go to the heart of the discipline. • Recur naturally throughout one’s learning and in the history of a field. • Raise other important questions. • Provide subject- and topic- specific doorways to essential questions. • Have no one obvious “right” answer. • Are deliberately framed to provoke and sustain student interest. Examples

  11. Determine Acceptable Evidence • How will enduring understanding be measured? • How will assessments vary? • Both formal and informal • Scope • Time frame • Setting • Structure

  12. Assessment Continuum Observation/Dialogue Informal Checks for understanding Performance task/project Academic prompt Quiz/Test

  13. W.H.E.R.E.T.O. • Where is it going? • Hook the students. • Explore and equip. • Rethink and revise. • Exhibit and evaluate. • Tailor to the student. • Organize

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