The document discusses the principles of backward design for creating student-centered thematic units. Backward design is a framework that involves starting with the desired learning outcomes and goals, then designing assessments to measure those outcomes, and finally developing instructional activities to help students achieve the outcomes. The document provides information on the three stages of backward design: 1) identifying desired results like standards and objectives, 2) determining acceptable evidence of student learning through assessment, and 3) developing learning plans and instruction. It also discusses how to design thematic units around key concepts and aligned assessments using this approach.

1. Backward DesignLearning with a purposehttp://larcstartalk.wikispaces.com

2. Toni TheisenLoveland High SchoolLoveland, Colorado 80538theisent@gmail.comhttp://tonitheisen.wikispaces.comhttp://lhsfrenchclasses.wikispaces.com/

3. Toni TheisenLoveland High SchoolLoveland, Colorado 80538theisent@gmail.comhttp://tonitheisen.wikispaces.comhttp://lhsfrenchclasses.wikispaces.com/

4. LARC Startalk Wikispacehttp://larcstartalk.wikispaces.com/PowerPointHandoutsLinksOther helpful informationhttp://larcstartalk.wikispaces.com

5. Today’s Essential QuestionHow do teachers create student-centered standards-based thematic units that engage all learners using backward design?

7. How does “backward design” change the way instruction is organized?

8. How does “backward design” impact student learning?

9. What is backward design?

10. What is backward design?A unit design framework for beginning with the end in mind. (What does the learner know, understand is able to do?)

11. What is backward design?A unit design framework for beginning with the end in mind. (What does the learner know, understand and is able do?).A way to integrate standards, curriculum, instruction, and assessment within a unit with targeted results.

12. What is backward design?A unit design framework for beginning with the end in mind. (What does the learner know, understand is able to do?).A way to integrate standards, curriculum, instruction, and assessment within a unit with targeted results. A way to enhance meaningful understanding and transfer of learning.

13. Learner-centeredBackward design is a way to authentically put the learner in the center of instruction.There is a BIG difference between just knowing and really understanding.

14. The learner will…..

15. The learner will…..Review the principles of backward design.

16. The learner will…..Review the principles of backward designAnalyze a thematic unit using backward design.

17. The learner will…..Review the principles of backward designAnalyze a thematic unit that uses backward design.Review of the standards and how to integrate them into thematic units.

18. The learner will…..Review the principles of backward designAnalyze a thematic unit that uses backward design.Review of the standards and how to integrate them into thematic units.

19. The learner will…..Review the principles of backward designAnalyze a thematic unit that uses backward design.Review of the standards and how to integrate them into thematic units.Use the three modes as the center for designing assessment and instruction.

20. The learner will…..Review the principles of backward designAnalyze a thematic unit that uses backward design.Review of the standards and how to integrate them into thematic units.Use the three modes as the center for designing assessment and instruction.Examine and discuss the student program template.

21. STARTALK Principles for Effective LearningStartalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/

22. STARTALK Principles for Effective LearningAlign standards-based, thematically organized curriculum, instruction and assessment.Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/

23. STARTALK Principles for Effective LearningAlign standards-based, thematically organized curriculum, instruction and assessment.Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/

24. STARTALK Principles for Effective LearningAlign standards-based, thematically organized curriculum, instruction and assessment.Use the target language for instruction.Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/

25. STARTALK Principles for Effective LearningAlign standards-based, thematically organized curriculum, instruction and assessment.Use the target language for instruction.Integrate language, culture and content.Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/

26. STARTALK Principles for Effective LearningAlign standards-based, thematically organized curriculum, instruction and assessment.Use the target language for instruction.Integrate language, culture and content.Differentiate instruction based on learner need.Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/

27. STARTALK Principles for Effective LearningAlign standards-based, thematically organized curriculum, instruction and assessment.Use the target language for instruction.Integrate language, culture and content.Differentiate instruction based on learner need.Use authentic materials.Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/

28. STARTALK Principles for Effective LearningAlign standards-based, thematically organized curriculum, instruction and assessment.Use the target language for instruction.Integrate language, culture and content.Differentiate instruction based on learner need.Use authentic materials.Assess learners’ progress and performance.Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/

29. STARTALK Principles for Effective LearningAlign standards-based, thematically organized curriculum, instruction and assessment.Use the target language for instruction.Integrate language, culture and content.Differentiate instruction based on learner need.Use authentic materials.Assess learners’ progress and performance.Facilitate student-centered learning.Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/

30. The 5 C’s-National Standards

31. Source: Laura Terrill

32. Standard 1.1- Interpersonal Mode: Students engage in conversation, provide and obtain information, express feeling and emotion, and exchange opinions.Standard 1.2 – Interpretive Mode: Students understand and interpret written and spoken language on a variety of topics.Standard 1.3 – Presentational Mode: Students present information, concepts and ideas to an audience of listeners or readers on a variety or topics.Goal 1: CommunicationSource: STUDENT PROGRAM CURRICULUM TEMPLATE & GUIDEPages 6, 7 http://startalk.umd.edu/

33. Interpersonal Mode

34. Interpretive Mode

35. Presentational Mode

36. What is the mode of communication?Source: Laura Terrill.

37. What is the mode of communication?Source: Laura Terrill.

38. What is the mode of communication?Source: Laura Terrill.

39. What is the mode of communication?Source: Laura Terrill.

40. What is the mode of communication?Source: Laura Terrill.

41. What is the mode of communication?Source: Laura Terrill

42. What is the mode of communication?Source: Laura Terrill.

43. The 5 C’s-National StandardsI can create a unit using the national standards.A.B.C.

44. What is ‘backward design?

45. What is ‘backward design?The backwards design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction.

46. What is ‘backward design?The backwards design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction. “the end in mind”

47. What is ‘backward design?The backwards design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction. “the end in mind”The framework identifies three main stages:

48. The 3 Stages of Backward Design

49. Stage 1: Identify Desired ResultsWhat relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address?

50. Stage 1: Identify Desired ResultsWhat relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address?What is worth learning?

51. Stage 1: Identify Desired ResultsWhat relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address?What is worth learning?What do students want to learn?

52. Stage 1: Identify Desired ResultsWhat relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address?What is worth learning?What do students want to learn?What is relevant?

53. Stage 1: Identify Desired ResultsWhat relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address?What is worth learning?What do students want to learn?What is relevant?

54. Stage 1: Identify Desired ResultsChoose a unit theme and subthemes.Establish outcomes based on the National Standards.Identify content knowledge and skills that align with theme.

55. Program unit theme and subthemes-Page 2Source: STARTALK 2010 Sample Materials

56. Let’s brainstorm some themes.

57. Possible subthemes?

58. Establish outcomes based on the National Standards“can do statements”(p. 2)Source: STARTALK 2010 Sample Materials

59. Establish outcomes based on the National Standards(p. 3)Source: STARTALK 2010 Sample Materials

60. Source:Jefferson Ct. Public Schools, Kentucky

61. Identify content knowledge and skills that align with theme. “can do”(p. 5)Source: STARTALK 2010 Sample Materials

62. What “can do “ statements can you create for “Family and Celebrations”?

63. Stage 2: Determine acceptable evidence of learning

64. Stage 2: Determine acceptable evidence of learningHow will we know if students have achieved the desired results and met the standards?

65. Stage 2: Determine acceptable evidence of learningHow will we know if students have achieved the desired results and met the standards?What types of assessments do we design?

66. Stage 2: Determine acceptable evidence of learningEnd of Program Performance TasksOther types of assessment and evidence of learning

67. End of program performance assessment p. 8http://www.toondoo.com

68. Stage 2: Determine acceptable evidence of learningDesign culturally appropriate end of unit performance tasks using the three modes.Consider other meaningful evidence of learning

69. End of program performance assessment p. 8Source: STARTALK 2010 Sample Materials

70. ACTFL Integrated Performance Assessment1.Interpretive Communication PhaseStudents listen to and / or read an authentic text and answer information as well as interpretive questions to assess comprehension.The teacher provides students with feedback on performance. 3. Presentational CommunicativePhaseStudents engage in the presentational mode by sharing their research/ideas/opinions. Samples presentational formats: speeches, drama, skits, radio broadcasts, posters, brochures, podcasts, websites, etc. 2. Interpersonal Communication PhaseAfter receiving feedback students engage in communication about a particular topic which relates to the interpretive text. This phase is audio- or videotaped.

71. ACTFL Integrated Performance AssessmentInterpretive Communication PhaseRead and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 3. Presentational CommunicativePhaseNarrate the story of one particular animal and create a multimedia public service announcement or advertisement to call attention to the plight of that endangered species. 2. Interpersonal Communication PhaseImagine a conversation that might take place between the 2 different endangered species. Identify and describe “yourself”, comment on where you live, what the weather is like and comment on what you need to survive.

72. Interpretive modeOne-wayComprehension of words, concepts, ideas, meaning of an entire pieceExposed to lots of culturally authentic materials such as text, films, works of art, songs, poems, music videos, advertisements, etc.

73. Interpretive Mode

74. Sample Interpretive Tasks1. listen with visuals2. follow a route on a map3. check-off items on a list when watching a video4. draw what is described5. use Twitter with class 6. create questions from a brochure, reading, etc,7. brainstorm or guess meaning from a song8. paraphrase a new article in native languagelisten to a song and fill in words take a poll after listening to a passageStartalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/

75. Interpersonal modeTwo-way, spontaneous exchanges that involve negotiation of meaningUnrehearsedCan be based on information from he interpretive task.

76. Interpersonal Mode

77. Sample Interpersonal Tasksconversation about a visual, movie, etc.ask for /give directionstalk with with others about family, friends, school, books, movies, video games, etc.discuss news events of the daydebate an issuemake plans with a friend, family member, etc.Negotiate who does what chore, activity, who is on which team, etc.telephone calltext messaging or e-mail with a friend or family memberrespond to a letter or noteStartalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/

78. Presentational modeRehearsed, revise, consult sources, and prepare ahead of timeUse language for real world purposeUse language in new and different contexts.

79. Presentational Mode

80. Sample Presentational Tasksbrochure, itinerary design a survey, poll, report resultsCreate aWikispace, Facebook page, websitestory, book or digital storyvideo, Podcastspresentations, PowerPoints, movies,skit or role-playagenda, schedule3D model pr digital sketchpublic service announcement, commercial, TV game showsongs, plays, design gamesStartalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/

81. Other types of assessment- p.9Source: STARTALK 2010 Sample Materials

83. Stage 3: Plan learning experiences and instructionWhat learning experiences, instructional strategies, activities, etc. will enable students to achieve the desired results?What needs to be taught and how?

84. Stage 3: Use effective instructional strategiesUse target language for instruction.Facilitate student-centered learning.Ensure meaningful student-to-student and teacher-to-student communicationIntegrate language, culture and content.Differentiate instruction based on student need.

85. Use effective instructional strategies-p.11Source: STARTALK 2010 Sample Materials

86. Materials and other resources-p.13Source: STARTALK 2010 Sample Materials

87. Technology-p. 13Source: STARTALK 2010 Sample Materials

88. Integrating technology can also engage studentshttp://worldlanguagestech.wikispaces.com/GoAnimate

89. Three Stages:

91. http://www.faceinhole.com