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Reflects best practices in technology education
Demonstrates an articulation between & among grade levels
Includes authentic use of technology as a vehicle for instruction
Highlights the use of essential questions and “backward design”
Will continue to be refined as the school year progresses
The backward design process of Wiggins & McTighe begins with the end in mind: One starts with the end - the desired results (goals or standards) - and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform (Wiggins and McTighe, 2000, page 8). The design process involves teachers planning in 3 stages, each with a focusing question: • Stage 1 - What is worthy and requiring of understanding? • Stage 2 - What is evidence of understanding? • Stage 3 - What learning experiences and teaching promote understanding, interest and excellence www.ascd.org/ASCD/pdf/books/mctighe2004_intro.pdf
3 Stages of Backward Design 1. Identifydesiredresults. 2. Determineacceptableevidence. 3. Plan learningexperiencesand instruction. www.ascd.org/ASCD/pdf/books/mctighe2004_intro.pdf
The Wyckoff educators work alongside children to provide a strong, holistic program that is appropriate for learners of varied needs and abilities. Throughout the year, there is an effort to ensure curriculum is aligned with current research that allows for a dynamic, reciprocal approach to instruction. Their curriculum successfully infuses differentiated instruction, essential questions, backward design and best practices in technology integration. Their approach to instruction respects the diversity of their learners and together, they continually strive to make improvements to ensure students academic success.