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Backwards design
- 1. Backwards Design A presentation by Yanilis Romero and Ashley Simpson 2010 US State Department TEA Fellows
- 2. Initial Reflection • What is your current method of lesson/unit planning? • Where do you start? • How do you know what to teach your students? • How far ahead do you plan?
- 3. Goals for the Workshop • Teachers will reflect upon their present planning methods and their effectiveness • Teachers will be exposed to the essential components of Backwards Design • Teachers will be able to apply the following concepts to their teaching: • Facets of Understanding • Essential Questions • Authentic Assessments
- 4. What is Backwards Design?
- 5. Backwards Design vs. Traditional Design
- 6. Stages of Backwards Design 1. Determine desired results. 2. Determine acceptable evidence. 3. Plan learning experiences and instruction.
- 7. Stage 1: Determine the desired results What do you want your students to know and understand?
- 8. Six Facets of Understanding 1. Explanation 2. Interpretation 3. Application 4. Perspective 5. Empathy 6. Self-Knowledge
- 9. Activity Categorize the following into the Six Facets of Understanding
- 10. Write your own!
- 11. Essential Questions “The best questions push to the heart of things -- the essence.” • important questions that recur throughout all our lives • core ideas and inquiries within a discipline • help students effectively inquire and make sense • will most engage a specific and diverse set of learners • abstract, not obvious • thought-provoking and challenging
- 12. What are the essential questions in English teaching?
- 13. Step 2: Determine Acceptable Evidence What will their learning look like?
- 14. What are your current methods of assessment?
- 15. A Continuum of Assessments • Informal checks for understanding • Observations and dialogues • Tests and quizzes • Academic prompts • Performance tasks
- 16. Authentic Assessments • What would count as evidence of successful learning? • What assessment of the desired results logically follows what we have laid out in Stage 1? • Real-life • Applicable • Engaging
- 17. Thinking like an Activity Designer • What would be fun and interesting for the students? • What projects might students want to do? • What tests should I give based on the content I taught? • How will I give students a grade? • How well did the activities work? • How did students do on the tests?
- 18. Thinking like an Assessor • What would be evidence of an understanding? • What performance tasks will guide instruction? • What are the types of evidence required by the big ideas in stage 1? • Against what criteria will I assess the quality of students’ work? • Did the assessments reveal those who really understood? • Do I know why students made the mistakes that they did?
- 19. How do authentic assessments differ from your current assessments?
- 20. Think about teaching English, what’s an authentic assessment for what you teach?
- 21. Stage 3: Learning experiences and instruction Think about what activities will scaffold students’ learning and enable them complete the learning task.
- 22. When thinking about planning learning activities think about… WHERE TO?
- 23. WHERE TO? • W = Help the students know Where the unit is going, What the teacher expects, and Where the students are coming from • H = Hook attention and hold it • E = Equip students, Experience key ideas and Explore issues
- 24. WHERE TO? (cont’d) • R = Opportunities to Rethink and Revise • E = Students self-Evaluate • T = Tailored to different needs, interests, and abilities • O = Organized to maximize engagement
- 25. Reflection What did you learn from this workshop?
- 26. Did we meet our goals? • Teachers will reflect upon their present planning methods and their effectiveness • Teachers will be exposed to the essential components of Backwards Design • Teachers will be able to apply the following concepts to their teaching: • Facets of Understanding • Essential Questions • Authentic Assessments
Editor's Notes
- Introduce ourselves, who we are, backgrounds, experiences, and the TEA program. Name game/Ice Breaker with name, subject and levels, why you teach Emphasize participation Backwards Design is a framework for unit planning.
- Before we begin talking about Backwards Design, I want you to think about your current methods of planning. Talk to your partner about these questions. (Choose a few people to share) As we continue through the workshop, continue to reflect upon your own planning methods with those that we are presenting today.
- In our time today we hope accomplish the following… However, there is so much more that can be done with Tell them that we will come back to these goals at the end of the workshop to see how we’ve done.
- What does the phrase bring to mind? What does that have to do with planning?
- BD (also called UbD) was developed by two educators -- Grant Wiggins and Jay McTighe. In their research and observation of teachers, these two men saw that mean teachers either focused on coverage or activities in their teaching. Coverage = lots of breadth no depth, or isolated activities that don’t have a larger connection to big ideas that guide their teaching or the students learning. Thus, they developed this framework to help teacher “design” curriculum, assessment, and instruction based upon developing and deepening the understanding of important ideas. The most basic idea of this approach is starting with the end in mind. But what does that mean? As teachers we all have an idea of what we want our students to know and be able to do by the end of a lesson, unit, semester, or school year. This approach starts with those ideas firsts and works backwards. It says, what are the big ideas that I want my students to work on and the works backwards from there. If you take one things away from today’s workshop, let it be this. This idea is simple enough that without all the other stuff and drastically change the way you think of planning. This is an idea you could begin to experiment with today!
- Distinguish that this is separate from the “evidence” which comes next. These are big ideas the questions that students should work on over time and the basis of the discipline that they are studying. Remember the purpose of this framework is to: help teacher “design” curriculum, assessment, and instruction based upon develeoping and deepening the understanding of important ideas.
- The creators of this framework believe that at the heart of all knowledge are 6 types of understanding. An understanding has various meanings, it is not one solitary achievement, but several, and it can be revealed through different types of evidence.They are… Volunteers to read definitions aloud.
- In pairs/small groups, decide which one goes with each understanding.
- TIME CHECK, this could be one to skip. Groups of 3-4 pull an understanding out of a hat and have to think of a way that it is evidenced in things that their students do. Post-activity reflection -- which were the most difficult to think of? Why? Think-Pair-Share, which of these are currently part of your teaching? Which would you like to have more of?
- “doorways to understanding” Any course or unit will naturally involve many educational targets simultaneously (knowledge, skills, attitudes, habits of mind, and understanding) -- the BIG ideas. These questions are one way to help you stay focused on those big ideas. Some examples: To what extent does art reflect culture? What is a true friend? What is right? What is wrong? Must a story have a beginning, a middle, and an end? Is the subjunctive necessary? What make writing worth reading? What distinguishes a native speaker?
- Think-pair-share… or small groups depending on numbers. Record on chart paper.
- Now that we have determined what we want our students to know (Stage 1) we move on to Stage 2…
- Or how do you know that your Ss are learning? Call out answers… write them down.
- If this is a continuum, what is the difference between the beginning and the end?
- This is where BD departs from more conventional practices. EXAMPLES from UbD…. Aligned with EQs already established. Pass out examples to groups, have them discuss and present. Would this work in your class? Why or why not?
- Remember the “twin sins’?
- Which are you more an assessor or an activity designer? What are the advantages of each?
- Pairs/small groups share, record for use in the next stage. (maybe not share aloud if we are short on time and people are getting it)
- For many teachers, this is where they start… using their authentic assessments, in same groups (or maybe switch) have them think of the learning experiences and instruction that will allow Ss to be able to complete the assessment.
- Handout. Allow people to write their email addresses to receive the slides.