Backward Design - ID Theory
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Backward Design - ID Theory

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This is an Instructional Design entitled "Backward Design" presented in the EDUC675 course by Cherrye.Robinson.

This is an Instructional Design entitled "Backward Design" presented in the EDUC675 course by Cherrye.Robinson.

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  • Full Name Full Name Comment goes here.
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  • This is the essence of what Dr. Robert Mager promotes, and it is very powerful toward making training efficacious, short, and cheap (I mean, low cost).
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  • This is essentially the same thing as systematic design explained by Dick and Carey.
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Backward Design - ID Theory Backward Design - ID Theory Presentation Transcript

  • Backward Design Instructional Model “ One starts with the end- the desired results- and then derives curriculum from the evidence of learning” – Wiggins and McTighe, 2000
  • Premise
    • Learning experiences should be planned with the end in mind
    • Teachers are able to avoid planning useless lessons
    • Teachers know if students are prepared for the assessment- can re-teach if necessary
    • Students are prepared for the final assessment
  • Traditional Curriculum Planning
    •     Cover the curriculum map.
    •     Cover the unit rotation.
    •     Cover this title. 
    •     We’ve got these books in the book room.  We can’t afford new titles.  Let’s see what we can cover with these titles.
    •      I need to cover my favorite unit.
  • Three Stages to Backward Design
    • Stage 1: Identify Desired Results
    • Stage 2: Determine Acceptable Evidence of Learning
    • Stage 3: Design Learning Experiences and instruction
  • Backward Design Stages
    •   Stage 1: Identify Desired Results:
    • What should students know, understand, and be able to do?   
    • Stage 2: Determine Acceptable  Evidence of Learning
    • How will we know if students have achieved the desired results and met the standards? 
    • What will we accept as evidence of student understanding and proficiency?    
    • Stage 3: Design Learning Experiences           
    • Standards (national, state, district)    
    • Essential Questions    
    • Focus on assessment before designing the learning activities.
    • Plan instructional activities.
    • Share best practice.