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The LEARN and Backwards Design Model

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The LEARN and Backwards Design Model

  1. 1. The Backwards Design Model & The LEARN Model: Angélica Guevara Bernal August 23rd, 2013 MUNICIPIO DE CARTAGO SECRETARIA DE EDUCACIÓN
  2. 2. Objectives  This talk intends to highlight the cons of the most used lesson plans models in the U.S. as observed in Fairfax County Schools, VA (TEA Program) in order to see how English teachers of the Municipality of Cartago can implement or adapt these models according to our social and cultural context.  Teachers demonstrate understanding of the Backwards Design Model and the LEARN Model.  Teachers develop a sample lesson plan utilizing the LEARN and the Backwards Design Model.
  3. 3. New Methods for Lesson and Unit Planning  During Dr. Megan Garnet seminars at George Mason University, TEA teachers were presented two great planning tools that are being effectively used in Fairfax County Schools to help teachers make the most of their classes.
  4. 4. The LEARN Model
  5. 5. The LEARN Model L Link E Engage/Educate A Activate R Reflect N Next Steps Linking connections to prior knowledge Teacher presents a large group lesson. Active learning, guided practice, group/individual work. Processing and assessment Where do we go next? Foreshadowing…
  6. 6. The LEARN Model Link  Time Frame: 5-10 minutes.  Purpose: to «hook» students or get them interested/excited about a topic.  Format: Largely Teacher- Driven, but allows for independent practice.
  7. 7. The LEARN Model Link Sample Activities:  News article or short video clip.  Song or poem.  Painting, Photograph, or Map.  Primary Document.  Anticipatory Set.  Attitudes survey.  Political Cartoon.  Essential Terms &/or Questions.  Fact or Fiction.  Making connections. (Q & A approach)
  8. 8. The LEARN Model Link Sample Activities:  Admit Slips / Warm-Up Activities.. a. Open-ended writing. Students can reflect oon what they learned in a previous class. b. 1-3 short answer questions to check for understanding/emphasize key information. c. 3-2-1 questions.  Journal Writings or Logs.  K-W-L.
  9. 9. The LEARN Model Engage / Educate  Time Frame: 20 - 30 minutes.  Purpose: to build student knowledge.  Format: Largely Teacher- Centered. Teacher presents a large group lesson, explains essential questions based upon course or objectives and student assessment information.
  10. 10. The LEARN Model Engage / Educate Instructional Strategies:  Lecture  Dip-sticking (Madeline Hunter)  Explaining  Using exemplars  Transparencies, Power Point, or while board notes.  Use of primary sources, video clips, short readings, visuals, and/or a guest speaker. Students «sponge» via note- taking, listening, questioning, discussing and Q&A with teacher.
  11. 11. The LEARN Model Activate / Active Learning  Time Frame: 20 - 30 minutes.  Purpose: to focus on student’s application of knowledge and skills. Students work, undestand , analyze and apply.  Format: Largely Student- Centered. Students work individually, in pairs, teams, or small groups while teacher is facilitator focusing on the process and progress of student understanding and «doing.»
  12. 12. The LEARN Model Activate / Active Learning Sample Activities:  Authentic activities not limited to copying or filling in worksheets.  Teacher provides a variety of resources to meet the learning needs of all students.  Activities need not to be limited to the classroom.  Teachers can make use of computer labs and media centers.
  13. 13. The LEARN Model Reflect  Time Frame: 10 - 15 minutes. 5-10 in an-non blocked class. (Summative assessments will extend this as much as a full class period)  Purpose: Teacher provides opportunities, orally or written, for each student to process what he or she has learned based on desired outcomes and lesson objectives.  Format: Largely Student-Centered. Students reflect, synthesize, and evaluate. This is the time to consider the «so-what?» questions associated with the topic.
  14. 14. The LEARN Model Reflect Sample Activities:  Pencil and paper quizzes  Free responses  Journal entries  Projects  Foldables  Graphic organizers  Simulations  Role-plays  Student reports and presentations
  15. 15. The LEARN Model Next Steps  Time Frame: Approximately 5-10 minutes.  Purpose: Teacher concludes the class/lesson by making connections to student’s prior and/or future learning.  Format: Didactic/Teacher directed with some students responses to questions; in advanced classes this could be a rotating responsibility for one or two students.
  16. 16. The LEARN Model Next Steps Examples: Teacher summarizes progress made, essential understandings gained, and previews the next class: -Today we began by looking at… -Amy and Omar shared their experiences similar to that of the famous person we studied… -During the class you read letters, saw a movie clip of your hero receiving the Congressional Medal of Honor… -Next class we are going to learn about how this national hero… failed to accomplish… -»… and the resulting consequences were…» -To better prepare for our consideration of… please make sure you read the articles I have distributed and think about how you might write an editorial supporting or criticizing this individual.» -Ask members of your family who remember this person to share their thoughts and memories with you. Bonus points for the student with the most intriguing personal connection to…
  17. 17. The LEARN Model Next Steps  Time Frame: Teachers should ask students for what they think should be studied next or in conjuction with the unit. Times are recommendations. In reality, they will vary each day and with changes in focus and objectives. No one element should predominate. They are all key parts of the instructional symphony.
  18. 18. The Backwards Design Model
  19. 19. The Backwards Design Model This model allows teachers to think backwards, which is to see what the Desired Results are and how to get there.
  20. 20. The Backwards Design Model Essential Questions Make content answer to questions.
  21. 21. The Backwards Design Model
  22. 22. The Backwards Design Model Desired Results Established Goals  Content standards, course or program objectives, learning outcomes. Understandings  Big ideas / Big concepts not facts.  Predictable misunderstandings. Essential Questions  Provokative questions to foster inquiry, understanding, and transfer of learning.
  23. 23. The Backwards Design Model Assessment Evidence Performance Task  Through what authentic tasks will students demonstrate the desired understandings?  By what criteria will performances of understanding be judged? Other Evidence  Quizzes, tests, academic prompts, observations, homework, homework, journals, etc.  How will students reflect upon and self-assess their learning?
  24. 24. The Backwards Design Model Learning Plan W= What learning expericences will be designed? W = Where the students are going and where the students coming from? H = How to Hook all students and Hold their interest? E = How to equip students, Experience and Explore ideas? R = How to provide oportunities to Rethink and Revise understandings. E= How to allow students to Evaluate their work? T= How to be Tailored (personalized) needs, interests and abilities of learners? O= How to be Organized to maximize engagement and effective learning?
  25. 25. The Backwards Design Model Essential Questions  Few key questions  Assessment tasks linked to questions.  Make less be more. Prioritize content  Kid language  Value  Exploratory activities  Post questions in the classroom  Personalize questions  Examine sub-questions
  26. 26. The Backwards Design Model Essential Questions Have students share examples, personal stories and hunches. Encourage them to bring in clippings and artifacts to help make the questions more alive. Share your questions with other faculty to make planning and teaching for coherence across subjects more likely.
  27. 27. How to determine Acceptale Evidence Wiggins & McTighe refer to the six facets of understanding: 1. Explanation: Why is that so? 2. Interpretation: What does it mean? 3. Application: How and where can we use this knowledge, skill or process? 4. Perspective: From whose point of view? 5. Empathy: How does it seem to you? 6. Self-Knowledge: How does who I am shape my view?
  28. 28. How to determine Acceptale Evidence In the end, «good assessment should be like a photo album with quizzes, tests, performance tasks (etc) acting like snapshots.» Jay McTighe, 1998
  29. 29. Beginning Planning  Do students have the appropriate skills to learn from the lesson?  What skills will students need to perform effectively?  What activities will equip students with the needed knowledge and skills?  What materials and resources are needed?  Is the overall design coherent and effective?
  30. 30. Thanks a lot! angelicatea.wordpress.com

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