Backwards design

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Backwards design

  1. 1. Traditional Model to Backwards Design Model Shiekia Broussard Teaching Learning and Leading in the 21st Century Denine Jimmerson 3/23/2014 1
  2. 2. Part 1: Effective Lesson Design and Backwards Planning In this section the following questions will be addressed:  What are the most important elements of effective lesson design?  Why are good learning objectives critical to planning effective instruction?  Provide an example of a good learning objective aligned with the Common Core State Standards. What makes this a “good” learning objective?  What are some common pitfalls in planning effective lessons? How can we avoid these pitfalls?  What does backwards design mean?  How does the Common Core State Standards Initiative play a role in designing effective instruction? 2
  3. 3. Important Elements in Effective Lesson Plan Designs  The important elements of an effective lesson plan begin with writing good learning objectives.  The learning objective should be tied directly to your states standards.  The learning objective must clear, specific, and measurable to a degree.  The objectives should not contain activities that will occur during the lesson.  It is critical to use the learning objectives to gage whether the students are learning or not. ( Newman, 2013) 3
  4. 4. Effective Lesson Plans  I will compare and contrast backwards design model and traditional lesson planning 4
  5. 5. Good Learning Objectives are Critical to Effective Lesson Plans  “Developing clear learning objectives can also help develop conceptual understanding for cognition”, (Newman, 2013).  Clear and precise learning objectives will drive effective lesson plans  Effective lesson plans will drive effective content instruction 5
  6. 6. Example of Learning Objective  MC5CCS: The student will state the characters, plot, setting and theme for a given story. This objective is observable, measurable, and concise. It is aligned to my state’s 5th Grade reading standards. 6
  7. 7. Common Pitfalls in Effective Lesson Plans  The First Pitfall of Effective Lesson Planning:  focusing on learning activities instead of what will measure learning.  The teacher spends majority of lesson planning developing and finding hands on activities. 7
  8. 8. Pitfalls of Effective Lesson Planning  The second mistake teachers make during lesson planning is focusing on covering the entire book.  I have heard teachers say, “I’ve got to get through this chapter by the end of this week.”  Their focus is on coverage rather than a concrete goal and objective. 8
  9. 9.  One way teachers can avoid mistakes in lesson planning is to really think about what they want their students to learn at the end.  True and authentic learning derives from educating the whole child and relating to real world connections.  Real learning does not necessarily derive from fun and hands on activities.  There has to be meaning and learning by the carefully chosen activities. 9
  10. 10.  The Understanding by Design (UbD) process was developed by Wiggins and McTighe (1998; 2005; 2007; 2011). This method requires the teacher to start with the end in mind. The teacher must first answer the question of what the student should know at end of the unit or lesson.  The three basic steps in developing a Backward Design Lesson Plan are  1. Identify Desired Results  2. Determine acceptable evidence  3. Plan and design learning experiences and instruction 10
  11. 11. 1. Identify Desired Results 2. Determine acceptable evidence 3. Plan and design learning experiences and instruction 11
  12. 12. Common Core State Standards Initiative Common Core in 3 minutes Common Core Provides Consistency Watch this interesting video at: www.youtube.com/watc h?v=5s0rRk9sER0  Common Core Standards are a guide for states and school district to ensure that all students are learning the same as all other children in America.  The Standards are checkpoints in which educators across the country have to adhere.  Student standard scores in California can now be measured to a student in North Carolina. Those scores in turn, can be used to measure how America is measuring up to other countries.  Educators have to incorporate the Common Core standards in their lesson plans. 12
  13. 13. Backwards Design Model Traditional Model Begin with the End in Mind • Deciding what do you want student to be able do at the end of instruction Develop a plan to assess when learning objective has been met • Creating an assessment that shows what the student should be able to do at the end of the lesson or unit Planning the learning activities • Hands on activities Teacher identifies learning objective and standard (list of content to be taught) •The focus in the traditional model is the input •Focus is on the textbook, pacing guides, and activities Teacher plans learning activities •This is were most time is spent during planning •Hands on learning activities The Assessment is the last part of the lesson plan •Assessment did not drive the activity •An endpoint to assess knowledge before moving on to next topic 13
  14. 14. Part 3: Backwards Design Activity In this section I will demonstrate the Backwards Design Lesson plan. The Steps are as followed: 1. Identifying Desired Results 2. Assessment Evidence 3. Learning Activities ( hands on or otherwise) 14
  15. 15. Identifying the Desired Results Establish Goal- MC5CCS: The student will state the characters, plot, s etting and theme for a given story. Essential Questions? Students will be able to… Understandings: What are characters? Clues to identify plot How can student apply this skill in real world connections? How do good readers find the plot, characters, and setting in a story? Students will be able to: identify plot, characters, and setting in complex texts across curriculums
  16. 16. Assessment Evidence Performance Tasks- Complex Narrative Text (may use different texts to accommodate different reading instructional levels) Other Evidence 1.The student will choose one detail from the story and one detail from the side bar that supports the answer to Part A. Drag each of the details into the box labeled Plot Details. Use your answer to explain Part B 2. Choice one of the short response questions and cite text for evidence. The answer must be proven and cited in your response. 1. Complete pages 34-35 in student workbook 2. Develop a story with at least three characters, a suspenseful plot, and theme. 16
  17. 17. The Learning Activities 17 Students will use their short essays to switch with another student to identify characters, plot, setting, and the theme. Students will play a game that requires them to identify character and plot on www.internet4classrooms .com Students will score their classmates short story using the provided scoring rubric Develop Frayer model diagram and label the sections with plot, theme, characters, and setting. Each section define and draw a picture to illustrate what the word means to you.
  18. 18. 18 References Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc. Wiggins and McTighe (1998)What is Backwards Design? Boston,MA :Pearson

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