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Understanding by Design

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  • Transcript

    • 1. Backward Design Understanding by DesignSAILN Tier III - Summer 2011
    • 2. Backward Design*
    • 3. Backward Design*Essential Question:How do teachers create student-centeredstandards-based thematic units thatengage all learners using BackwardDesign?*Sources: Understanding by Design and Toni Theisen STARTALK Summer 2011
    • 4. Backward Design
    • 5. Backward DesignWhat could “Backward Design” mean in a classroom?How could working backward change how instructionis organized and how students learn?Any ideas...
    • 6. Backward DesignWhat could “Backward Design” mean in a classroom?How could working backward change how instructionis organized and how students learn?Any ideas...
    • 7. Foreign LanguageStandards - The 5 Cs
    • 8. What is Backward Design?
    • 9. What is Backward Design?• The Backward Design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction.
    • 10. What is Backward Design?• The Backward Design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction.• “Keep the end in mind”
    • 11. What is Backward Design?• The Backward Design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction.• “Keep the end in mind”• The framework identifies three main stages:
    • 12. 3 Stages of Backward Design
    • 13. 3 Stages of Backward Design1. Identify desired What will the students know,results understand and will be able to do?2. Determine acceptable How will the students knowevidence of learning when they have reached the goals?3. Plan learning What do I need to do in theexperiences and classroom to prepare theminstruction for the assessment?
    • 14. Stage 1 - Identify Desired Results
    • 15. Stage 1 - Identify Desired Results• What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address?
    • 16. Stage 1 - Identify Desired Results• What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address?• What is worth learning?
    • 17. Stage 1 - Identify Desired Results• What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address?• What is worth learning?• What do students want to learn?
    • 18. Stage 1 - Identify Desired Results• What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address?• What is worth learning?• What do students want to learn?• What is relevant?
    • 19. Stage 2 - Determine Evidence of Learning
    • 20. Stage 2 - Determine Evidence of Learning• How will we know if students have achieved the desired results and met the standards?
    • 21. Stage 2 - Determine Evidence of Learning• How will we know if students have achieved the desired results and met the standards?• What types of assessments do we design?
    • 22. Stage 2 - Determine Evidence of Learning• How will we know if students have achieved the desired results and met the standards?• What types of assessments do we design?
    • 23. Stage 2 - Determine Evidence of Learning• How will we know if students have achieved the desired results and met the standards?• What types of assessments do we design?• End of Program Performance Tasks
    • 24. Stage 2 - Determine Evidence of Learning• How will we know if students have achieved the desired results and met the standards?• What types of assessments do we design?• End of Program Performance Tasks• Other types of assessment and evidence of learning
    • 25. Stage 3 - Plan LearningExperiences and Instruction
    • 26. Stage 3 - Plan LearningExperiences and Instruction• What learning experiences, instructional strategies, activities, etc., will enable students to achieve the desired results?• What needs to be taught and how?
    • 27. End of Performance Task
    • 28. Interpretive Mode
    • 29. Interpretive Mode
    • 30. Interpretive Mode• One-way• Comprehension of words, concepts, ideas, meaning of an entire piece• Exposed to lots of culturally authentic materials such as text, films, works of art, songs, poems, music videos, advertisements, etc.
    • 31. Sample Interpretive Tasks
    • 32. Sample Interpretive Tasks• listen with visuals• follow a route on a map• check-off items on a list when watching a video• draw what is described• use Twitter (or other social media) with class• create questions from a brochure, reading, etc.• brainstorm or guess meaning from a song• paraphrase a new article in native language• listen to a song and fill in words• take a poll after listening to a passage
    • 33. Interpersonal Mode
    • 34. Interpersonal Mode
    • 35. Interpersonal Mode• Two-way, spontaneous exchanges that involve negotiation of meaning• Unrehearsed• Can be based on information from the interpretive task.
    • 36. Sample Interpersonal Tasks
    • 37. Sample Interpersonal Tasks• conversation about a visual, movie, etc.• ask for / give directions• talk with with others about family, friends, school, books, movies, video games, etc.• discuss news events of the day• debate an issue• make plans with a friend, family member, etc.• negotiate who does what chore, activity, who is on which team, etc.• telephone call• text messaging or e-mail with a friend or family member• respond to a letter or note
    • 38. Presentational Mode
    • 39. Presentational Mode
    • 40. Presentational Mode• Rehearse, revise, consult sources, and prepare ahead of time• Use language for real world purpose• Use language in new and different contexts.
    • 41. Sample Presentational Tasks
    • 42. Sample Presentational Tasks• brochure, itinerary• design a survey, poll, report results• create a Wikispace, Facebook page, website• story, book or digital story• video, Podcasts• presentations, PowerPoints, movies,• skit or role-play• agenda, schedule• 3D model pr digital sketch• public service announcement, commercial, TV game show• design songs, plays, games
    • 43. What mode is it?
    • 44. What mode is it?1 Prepare a poster about your favorite sport. Watch a movie trailer and write down the date2 the movie opens3 Talk about what to do on the weekend.4 Send a text message to a friend Create a graphic organizer for new5 vocabulary. Create a skit where you buy school supplies6 at a store.
    • 45. What mode is it?1 Prepare a poster about your favorite sport. Presentational Watch a movie trailer and write down the date2 the movie opens3 Talk about what to do on the weekend.4 Send a text message to a friend Create a graphic organizer for new5 vocabulary. Create a skit where you buy school supplies6 at a store.
    • 46. What mode is it?1 Prepare a poster about your favorite sport. Presentational Watch a movie trailer and write down the date2 Interpretive the movie opens3 Talk about what to do on the weekend.4 Send a text message to a friend Create a graphic organizer for new5 vocabulary. Create a skit where you buy school supplies6 at a store.
    • 47. What mode is it?1 Prepare a poster about your favorite sport. Presentational Watch a movie trailer and write down the date2 Interpretive the movie opens3 Talk about what to do on the weekend. Interpersonal4 Send a text message to a friend Create a graphic organizer for new5 vocabulary. Create a skit where you buy school supplies6 at a store.
    • 48. What mode is it?1 Prepare a poster about your favorite sport. Presentational Watch a movie trailer and write down the date2 Interpretive the movie opens3 Talk about what to do on the weekend. Interpersonal4 Send a text message to a friend Interpersonal Create a graphic organizer for new5 vocabulary. Create a skit where you buy school supplies6 at a store.
    • 49. What mode is it?1 Prepare a poster about your favorite sport. Presentational Watch a movie trailer and write down the date2 Interpretive the movie opens3 Talk about what to do on the weekend. Interpersonal4 Send a text message to a friend Interpersonal Create a graphic organizer for new Interpretive5 vocabulary. Create a skit where you buy school supplies6 at a store.
    • 50. What mode is it?1 Prepare a poster about your favorite sport. Presentational Watch a movie trailer and write down the date2 Interpretive the movie opens3 Talk about what to do on the weekend. Interpersonal4 Send a text message to a friend Interpersonal Create a graphic organizer for new Interpretive5 vocabulary. Create a skit where you buy school supplies6 Presentational at a store.
    • 51. What is an IntegratedPerformance Assessment?
    • 52. What is an IntegratedPerformance Assessment?• The IPA begins when learners are asked to acquire information through an Interpretive Mode task.• Then, learners react to that information by interacting with others through the Interpersonal Mode.• Finally, learners create a product in the Presentational Mode that incorporates information acquired through the other two modes.
    • 53. ACTFL Integrated Performance Assessment
    • 54. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance.
    • 55. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance.
    • 56. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 2. Interpersonal Communication Phase After receiving feedback, students engage in communication about a particular topic which relates to the interpretive text. This phase can be audio- or videotaped.
    • 57. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 2. Interpersonal Communication Phase After receiving feedback, students engage in communication about a particular topic which relates to the interpretive text. This phase can be audio- or videotaped.
    • 58. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Students engage in the presentational After receiving feedback, students mode by sharing their research/ideas/ engage in communication about a opinions. Samples presentational particular topic which relates to formats: speeches, drama, skits, radio the interpretive text. This phase broadcasts, posters, brochures, can be audio- or videotaped. podcasts, websites, etc.
    • 59. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Students engage in the presentational After receiving feedback, students mode by sharing their research/ideas/ engage in communication about a opinions. Samples presentational particular topic which relates to formats: speeches, drama, skits, radio the interpretive text. This phase broadcasts, posters, brochures, can be audio- or videotaped. podcasts, websites, etc.
    • 60. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Students engage in the presentational After receiving feedback, students mode by sharing their research/ideas/ engage in communication about a opinions. Samples presentational particular topic which relates to formats: speeches, drama, skits, radio the interpretive text. This phase broadcasts, posters, brochures, can be audio- or videotaped. podcasts, websites, etc.
    • 61. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Students engage in the presentational After receiving feedback, students mode by sharing their research/ideas/ engage in communication about a opinions. Samples presentational particular topic which relates to formats: speeches, drama, skits, radio the interpretive text. This phase broadcasts, posters, brochures, can be audio- or videotaped. podcasts, websites, etc.
    • 62. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Students engage in the presentational After receiving feedback, students mode by sharing their research/ideas/ engage in communication about a opinions. Samples presentational particular topic which relates to formats: speeches, drama, skits, radio the interpretive text. This phase broadcasts, posters, brochures, can be audio- or videotaped. podcasts, websites, etc.
    • 63. ACTFL Integrated Performance Assessment
    • 64. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal.
    • 65. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal.
    • 66. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 2. Interpersonal Communication Phase Imagine a conversation that might take place between the 2 different endangered species. Identify and describe “yourself,” comment on where you live, what the weather is like, and on what you need to survive.
    • 67. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 2. Interpersonal Communication Phase Imagine a conversation that might take place between the 2 different endangered species. Identify and describe “yourself,” comment on where you live, what the weather is like, and on what you need to survive.
    • 68. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Create a multimedia public service Imagine a conversation that might announcement or advertisement to take place between the 2 different narrate the story of one particular endangered species. Identify and animal and call attention to the plight describe “yourself,” comment on of that endangered species. where you live, what the weather is like, and on what you need to survive.
    • 69. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Create a multimedia public service Imagine a conversation that might announcement or advertisement to take place between the 2 different narrate the story of one particular endangered species. Identify and animal and call attention to the plight describe “yourself,” comment on of that endangered species. where you live, what the weather is like, and on what you need to survive.
    • 70. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Create a multimedia public service Imagine a conversation that might announcement or advertisement to take place between the 2 different narrate the story of one particular endangered species. Identify and animal and call attention to the plight describe “yourself,” comment on of that endangered species. where you live, what the weather is like, and on what you need to survive.
    • 71. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Create a multimedia public service Imagine a conversation that might announcement or advertisement to take place between the 2 different narrate the story of one particular endangered species. Identify and animal and call attention to the plight describe “yourself,” comment on of that endangered species. where you live, what the weather is like, and on what you need to survive.
    • 72. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Create a multimedia public service Imagine a conversation that might announcement or advertisement to take place between the 2 different narrate the story of one particular endangered species. Identify and animal and call attention to the plight describe “yourself,” comment on of that endangered species. where you live, what the weather is like, and on what you need to survive.
    • 73. Use Effective Instructional Strategies
    • 74. Use Effective Instructional Strategies• Use target language for instruction.• Facilitate student-centered learning.• Ensure meaningful student-to-student and teacher-to- student communication• Integrate language, culture and content.• Differentiate instruction based on student need.
    • 75. In Conclusion
    • 76. In Conclusion
    • 77. ReflectionNow that you know about Backward Design, how could it change how you plan and present your lessons?
    • 78. ReflectionNow that you know about Backward Design, how could it change how you plan and present your lessons?