backward plan.ppt

1
Training for the New Georgia
Performance Standards
Day 2: Unpacking the Standards

Georgia will lead the nation in improving student achievement. 2
Why Are We Here?
Our mission is to develop an understanding of
how to “unpack” and use the performance
standards to improve student achievement.
We want to build a common language and
work together to create a working curriculum
document for system wide implementation of
the Georgia Performance Standards.

Day Two Objectives
1. Define and describe the
rationale for identifying big
ideas, enduring
understandings, essential
questions, and skills and
knowledge for a standard.
2. Develop, for a given
standard, the big ideas,
enduring understandings,
essential questions, and
skills and knowledge
(unpack the standard).
3. Discuss unpacking multiple
standards to create
cohesive units of study.

GPS Training: Day Two Agenda
 Introduction
 Define Backward Design
 How will Houston County utilize the Backward
Design Model to “unpack” a standard?
 What are the steps of the Backward Design Model?
 Unpacking Standards

Group Norms and Housekeeping
Group Norms:
 Participate and share
 Listen with an open
mind
 Ask questions
 Work toward solutions
 Use time effectively
Housekeeping:
 Silence cell phones
 Rest rooms
 Breaks
 Lunch

How Sure Are You?
True False
1. My students must read 25 books every year
from the grade level reading list provided in
the GPS.
2. The CRCT will continue with QCC objectives
even when we change to GPS.
3. Standards will be assessed at the element
level.
4. The Georgia Performance Standards are
already prioritized.
5. I must use the tasks that are listed with the
standards.
6. The purpose of the reading list that is included
in the GPS is to show the level of rigor.
7. The Spring 2005 administration of the CRCT
will be based on the GPS.
8. According to the English Language Arts GPS, I
must teach 25 novels every year.

How Sure Are You?
True False
9. Performance Standards consist of content
standards, elements, suggested tasks, student
work, and teacher commentary.
10. The design of instructional units based on
GPS will be activity based and not thematically
based.
11. Teachers will need to repeatedly unpack
standards in order to plan units of instruction.
12. The GPS is not a spiral curriculum but a ladder
curriculum in which concepts are not repeated at
varying grade levels.
13. The GPS is intended to be an instructional
handbook that helps teachers determine how to
teach.
14. The elements of a standard are designed to be
used as a checklist when planning instruction.
15. Conventions-grammar, mechanics, spelling,
punctuation are addressed within the context of
Reading, Writing, and Listening/Speaking/Viewing
in the new GPS.

What is the Backward Design Process?

Backward Design
To begin with the end in mind means to
start with a clear understanding of your
destination. It means to know where
you’re going so that you better
understand where you are now so that
the steps you take are always in the
right direction. -Stephen R. Covey

Let’s take a closer look:
BACKWARDS
DESIGN
Examples:
Big Ideas for Concept Attainment
1. Identify desired results first.
2. Determine acceptable evidence.
3. Plan learning experiences.
Enduring understandings
Essential questions
Enabling knowledge objectives
Constructing meaning
Unpacking standards
What It Is:
Backward design is a framework which
synthesizes research-based best practices in
curriculum, assessment, and instruction.
Educators can use a backward design approach
to describe and analyze the best ways to
promote student understanding rather than just
knowledge and recall.
What It Isn’t:
A program
One more thing to do
“Covering” a list of topics
Teaching little packets of information
An isolated unit
Knowing and doing without understanding
A different way of teaching and assessing
Portfolios

How is the Backward Design Process used in Standards-
Based Teaching and Planning?

Standards-Based Education
 The focus is on student learning.
 Expectations are the same for all students.
 Standards are expressed through essential questions
and supporting skills and knowledge.
 Assessments are used to guide and modify
instruction.
 The effectiveness of instruction is judged on whether
students meet the standard.

Standards-Based Education, cont.
 Curriculum maps are aligned to the standards
 Instructional strategies provide opportunities for
students to learn expectations outlined in the
standards
 Student interests, previous achievements, and
developmental levels are considered in planning
instructional methods
 Teachers work on building enduring understandings

The Process of Instructional Planning
Traditional Practice
QCC
Select a topic from the curriculum
Design instructional activities
Design and give an assessment
Give grade or feedback
Move on to new topic
Standards-based Practice
GPS
Select standards from among those
students need to know
Design an assessment through which
students will have an opportunity to
demonstrate those things
Decide what learning opportunities
students will need to learn those things and
plan appropriate instruction to assure that
each student has adequate opportunities to
learn
Use data from assessment to give
feedback, reteach, or move to the next
level

What Are the Steps of The Backward Design Model?

The Steps of Backward Design
(pg. 9 K-3; pg. 7 4-5)
Big Idea
Enduring Understandings and Essential
Questions
Skills and Knowledge
Evidence/Assessment

Big Ideas
(pg. 6 K-3; pg. 8-9 4-5)
 What are the big ideas and core
processes at the heart of this
standard?
 What do I want to concentrate
on and emphasize in this unit?
 NOTE: This is just a stepping
stone in the process; once we
have turned the BIG IDEAS into
enduring understandings, we
will no longer need to write
them down!
ELA3R3 The student uses a
variety of strategies to gain
meaning from grade-level text.
Nouns
variety
strategies
meaning
grade-level
text
Verbs
uses
to gain
KNOWLEDGE SKILLS
Big Idea:
I must use a variety of reading
strategies in order to understand
grade level texts.

Enduring Understanding (pg. 7 K-3; pg. 10-11 4-5)
 Transfer the big idea into “enduring
understandings”.
 A full sentence declaration or generalization,
specifying what we want students to come to
understand about the Big Idea.
 “Big Picture” concepts
 A tool for teachers to help focus students on
deeper understanding
 Enable teachers to have a shared understanding
of the standard
 Use the format “students will understand that…”

Enduring Understandings: Bad to Best
“Students will understand comprehension strategies.”
– Bad: what should they understand?
“Students will understand specific strategies for gaining
meaning from grade-level text.”
– Better: narrows the focus but still does not state what insights we
want students to leave with.
“Students will understand that effective readers use
specific strategies to help them better understand the
text (e.g., making predictions from text context,
generating questions before, during, and after
reading).”
– Best: Summarizes intended insight, helps students and teachers
realize what types of learning activities are needed to support the
understanding.

Enduring Understandings: Format
 NO: “Students will understand principles of
persuasive speaking.”
 NO: “Students will know how to speak persuasively.”
 NO: “Speak persuasively in public.”
YES: “Students will understand that persuasion often
involves an emotional appeal to the particular wishes,
needs, hopes, and fears of an audience, irrespective
of how logical and rational the argument.”

From the BIG IDEA to Enduring
Understandings…
Enduring Understanding
Students will understand that effective readers use a
variety of strategies to better understand text (e.g.,
visualization, making connections, making predictions,
generating questions before, during, and after
reading).
Big Idea
I must use a variety of reading strategies in
order to understand grade level texts.

Essential Questions:
(pg. 8 K-3; pg. 12-13 4-5)
 Have no right
answer
 Are meant to be
argued
 Broad
 Answered by
“enduring
understandings” of
the concepts

Developing Essential Questions
 Create two to five per unit.
 Should be big, open-ended.
 Look at how (process) and why (cause and effect).
 Consider various levels in Bloom’s taxonomy.
 Use language appropriate to students.
 Sequence so they lead naturally from one to another.
 Use as organizers for the unit, making the “content” answer
the questions.
 Share with other teachers.

From Enduring Understandings to
Essential Questions
Enduring Understandings
Students will understand that effective readers use a
variety of strategies to better understand text (e.g.,
visualizations, making connections, making predictions,
generating questions before, during, and after reading).
Essential Questions
– How do strategies help readers better understand
text?
– How do effective readers know which strategy to use
to help them understand?

Skills and Knowledge—Support the
enduring understandings
Facts
Concepts
Generalizations
Rules, laws, procedures
KNOWLEDGE
(Students will know and can
say…)
Skills
Procedures
Processes
SKILLS
(Students will be able to do…)

Creating a Graphic Representation
 Choose a metaphor to represent the terms in the GPS
and in backward design.
 Create a graphic organizer, using the following terms
(add more as needed)
 Content Standards
 Elements
 Performance Standards
 Student Work
 Tasks
 Teacher Commentary
 Enduring Understandings
 Big Ideas
 Essential Questions
 Skills and Knowledge
Statements
 Stage 1 in Backward Design

Matching Game
1. There are 13 terms and 13
definitions.
2. Work as a team to match
each term to its definition.
3. First team to correctly
complete the task is the
winner.

Unpacking A Standard
Using the backward design, let’s
unpack a Georgia Performance
Standard
Understanding By Design by Grant
Wiggins and Jay McTighe

Standards Based Education
Stage 1:
Design Desired
Results
(Big Ideas)  Enduring
Understandings  Essential
Questions
---------------------------
What a student should
know or be able to do
Stage 2:
Design Balanced
Assessments
(to assess desired
results)
Stage 3:
Make Instructional
Decisions
(to ensure that students
achieve desired results)
GPS
One or more
standards
Elements
All above
Tasks
Student work
Teacher
commentary
All above

Food for Thought
How can unpacking a standard enrich our
assessment and instruction practices so
that all students can reach mastery
of the GPS?

How Sure Are You?
True False
X 1. My students must read 25 books every year
from the grade level reading list provided in
the GPS.
X 2. The CRCT will continue with QCC objectives
even when we change to GPS.
X 3. Standards will be assessed at the element
level.
X 4. The Georgia Performance Standards are
already prioritized.
X 5. I must use the tasks that are listed with the
standards.
X 6. The purpose of the reading list that is included
in the GPS is to show the level of rigor.
X 7. The Spring 2005 administration of the CRCT
will be based on the GPS.
x 8. According to the English Language Arts GPS, I
must teach 25 novels every year.

How Sure Are You?
True False
X 9. Performance Standards consist of content
standards, elements, suggested tasks, student
work, and teacher commentary.
X 10. The design of instructional units based on
GPS will be activity based and not thematically
based.
X 11. Teachers will need to repeatedly unpack
standards in order to plan units of instruction.
X 12. The GPS is not a spiral curriculum but a ladder
curriculum in which concepts are not repeated at
varying grade levels.
X 13. The GPS is intended to be an instructional
handbook that helps teachers determine how to
teach.
X 14. The elements of a standard are designed to be
used as a checklist when planning instruction.
x 15. Conventions-grammar, mechanics, spelling,
punctuation are addressed within the context of
Reading, Writing, and Listening/Speaking/Viewing
in the new GPS.

backward plan.ppt

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