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

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.

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

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.

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.