1. Jacob Martens
SD37 (Delta)
@renomyclass
renomyclass.com

2. Backward Design
A Framework for Student Success

3. DISAPPOINTMENT =
EXPECTATIONS
____________________________
REALITY

4. Hopes & Fears
Hopes
What is shared and discussed today grows your teaching
You make a meaningful change next week
Fears
That someone will be missed out
That what is said isn’t modeled by what is done

5. Learning Goals
That today you leave you can say:
I can distinguish between social engagement, academic
engagement, and intellectual engagement.
I can summarize the four key questions that allow me to
check for intellectual engagement.
I can summarize the three stages of Backward Design
I can clarify and share learning intentions for my a topic
that my students are currently studying

6. Give & Go
On your card respond to the following stem:
One thing that has a big impact on learning is …
Find a someone at a different table than you.
Read your cards to each other.
Swap cards.
Find someone new and read your “new” cards to each other.
Swap cards again

7. What Did You Do In School
Today (2009)

8. What Did You Do In School
Today

9. What Did You Do In School
Today (2009)

10. What Did You Do In School
Today (2009)

12. Effect Size
a scale used to evaluate the effect of
various influences/interventions
measures the amount of change
effect size of 0.3 is barely noticeable
effect size of 0.7 is clearly noticeable

13. Distribution of Effects
0.4

14. Hinge Point

15. Short List of Influences
© 2011 Halbert & Kaser

16. Visible Learning for Teachers
Synthesis of the results of 15
years of evidence-based
research.
Involved millions of students.
Focused on what works in
schools to improve learning AND
links them to practical classroom
implementation.

17. Key Questions For Learner Engagement &
Connection
How well do your students answer these
questions?
Who are two adults in this school who believe
you will be a success in life?
Where are you going with your learning?
How is it (your learning) going?
Where to next?

18. Can you name two adults in
this building who believe you
will be a success in life?
https://youtu.be/aw29ecpDpoM

19. Need a framework
© 2011 by Halbert & Kaser

20. Specific Strategies
for Implementing
Formative
Assessment
• Clarifying & Sharing Learning
Intentions & Success Criteria
• Eliciting Evidence of Learning
• Providing Feedback That
Moves Learning Forward
• Peers as Instructional
Resources for One Another
• Students as Owners of Their
Own Learning

21. Backward Design
Text
© 2011 by Wiggins & McTighe

22. Learning Intentions
© 2011 by Mark Sample

25. Clear Learning Intentions
A process I have used:
1. Photocopy “Suggested Achievement Indicators”
2. Re-write/Revise to make “student friendly”
3. Separate into Know’s & Do’s
4. Articulate the “Big Ideas” using KUD
5. Make a “flashy” newsletter

26. Science 9 Examples of the
Process
https://goo.gl/GL9db3
https://goo.gl/SZpGna

27. Examples of Know & Do
See https://goo.gl/3g3Zu3

28. Question
Number

31. More Examples
Sample Enduring Understandings &
Essential Questions
Sample UbD Units
English
PE Teacher’s story

32. Working Time
Do one of the following:
Build a unit overview based on Knows & Dos
Identify the Enduring Understandings & Essential
Questions for a topic you teach
Build a KUD for a topic you teach
Other?
http://renomyclass.com/ubd/

33. Learning Goals
That today you leave you can say:
I can distinguish between social engagement, academic
engagement, and intellectual engagement.
I can summarize the four key questions that allow me to
check for intellectual engagement.
I can summarize the three stages of Backward Design
I can clarify and share learning intentions for my a topic
that my students are currently studying

34. Thank You
To help me grow, I would appreciate your feedback on this
morning’s session.
Please complete the evaluation form before you go.
Thank you