This document outlines the backwards design pedagogy process for principals in the Oakland Unified School District. It describes the 8 steps of backwards design which include: 1) analyzing standards, 2) developing assessments, 3) creating scoring guides, 4) designing curriculum, 5) planning instructional strategies, 6) delivering instruction, 7) administering assessments, and 8) evaluating and refining the process. The document provides details and examples for principals to guide teachers through each step to ensure standards, assessments, and instruction are aligned using the backwards design framework.
Joe McVeigh and Jennifer Bixby share tips on writing effective learning outcomes from the 2011 TESOL conference in New Orleans. An accompanying handout can be downloaded at www.joemcveigh.org/resources
Joe McVeigh and Jennifer Bixby share tips on writing effective learning outcomes from the 2011 TESOL conference in New Orleans. An accompanying handout can be downloaded at www.joemcveigh.org/resources
This PowerPoint by Dr. Dee McKinney & Katie Shepard was presented as a workshop for the East Georgia State College Center for Teaching & Learning for interested faculty & staff in January 2018.
Writing Learning Objectives:Beginning With The End In Mind - Faculty DevelopmentJoyRussellPhD
Writing Learning Objectives:Beginning With The End In Mind - Faculty Development. Tutorial on how to write a learning objective using the ABCD method. Course goals, bloom's taxonomy and Gagne's hierarchy of learning are reviewed.
This presentation explores ways to effectively market MVP.
It explores various Marketing Mix concepts applied across traditional and digital marketing channels. Significant
2. Testing Your MVP
3. Design of Experiments
4. Marketing Your MVP
5. PPC Funnel
6. Usability Testing
7. Usability Study
This PowerPoint by Dr. Dee McKinney & Katie Shepard was presented as a workshop for the East Georgia State College Center for Teaching & Learning for interested faculty & staff in January 2018.
Writing Learning Objectives:Beginning With The End In Mind - Faculty DevelopmentJoyRussellPhD
Writing Learning Objectives:Beginning With The End In Mind - Faculty Development. Tutorial on how to write a learning objective using the ABCD method. Course goals, bloom's taxonomy and Gagne's hierarchy of learning are reviewed.
This presentation explores ways to effectively market MVP.
It explores various Marketing Mix concepts applied across traditional and digital marketing channels. Significant
2. Testing Your MVP
3. Design of Experiments
4. Marketing Your MVP
5. PPC Funnel
6. Usability Testing
7. Usability Study
Dr. Janet Six - Using Interaction Design to Create Products That Your Custome...Ryan Plesko
High-tech products are supposed to make everyday life easier and more productive. However, we need to assess if this is really the case. Do bloated software and unwieldy hardware improve our lives or increase our stress levels? In this practical view of usability, we will first discuss poor software and hardware designs and how they affect the consumer and the businesses selling those products. Then we will explore how companies can realistically create easier-to-use products through interaction design. It is not necessary to abandon your current process. With some minor modifications, you can drastically improve the usability of your products. These modifications can be made within the technical, financial, and time constraints of your company.
Comunicazione Digitale - Campo Base 2016 - Mostra ArtigianatoAndrea Vaccarella
Durante il percorso "Campo Base", spiegazione dei principali punti chiave nella comunicazione digitale. La differenziazione di canali, strategie, esempi concreti su social network, dem, neuromarketing e strategie di comunicazione online.
Problems on different levels solved
by OptiFer® products
Importer/Distributor level
Retail level
End user level
Medical
OptiFer® tablets are based on natural bovine heme iron and will safely and efficiently keep iron counts at an optimal level
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Leading Practice considerations for CMMS implementations and upgrades. Consider the important factors in your CMMS landscape and move your organization towards leading practice engagement.
PROPERTIES OF ALUMINIUM MESH REINFORCED POLYESTERCOMPOSITESIAEME Publication
This project deals with the study of physical, mechanical and chemical resistance properties of aluminum mesh reinforced polyester based blend composites with different forms of blending on weight percentage and reinforcement in layered form like single layer and double layer etc., and with the blending resin characteristics and different blending proportionalities. The efficient mechanism preserved the structural integrity of the composite under impact loads.
8 Ingredients for a High-Performing CMMS24/7 Software
Setting up and running a CMMS can be a cumbersome process. In this presentation, we share the eight aspects of superior systems that facility managers use.
@ALL,
As a Cost Engineer, if there is a choice between two production methods, the favored method would be the one involving the lowest total cost. In spite of that, in order to effectively make the selection on this basis, it is fundamental that operational unit cost benchmarks be calculated and identified.
This short dissertation on the Unit Cost Approach to Estimating Operational Materials Budget is geared to introduce the unit cost method of obtaining the total material (or process) cost applied to a Steam Power Plant, and be made a template for similar production budget calculations of any similar installation.
I hope the readers will find this write up useful. Your comments are welcome.
Cheers,
Rufran C. Frago, P.Eng, PMP®, CCP, PMI-RMP®
This module will help you to —
• understand the genesis and importance of School Based Assessment,
• familiarize with learner-centred approaches for assessment,
• facilitate integration of teaching learning process with assessment procedures,
• develop context-based exemplars in the relevant subject areas for the purpose of assessment.
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
3. 3
Why
this
ma=ers?
Content
standards
are
of
li:le
value
as
a
guide
for
teaching
and
best
prac=ce
unless
our
assessments
are
closely
aligned
with
the
standards.
4. 4
It’s
about
CHANGE.
Tradi=onal
Table
of
contents
Instruc=on
Assessment
Backwards
Design
Standards
Assessments
InstrucIon
5. 5
What
are
the
Backwards
Design
steps?
1. Analysis of standard/benchmarks (or use state grade-
level expectations).
2. Develop the assessment task.
3. Development of a scoring guide.
4. Design of curriculum.
5. Planning of instructional strategies.
6. Delivery of instruction.
7. Administering assessment.
8. Evaluate/refine your 8-step process.
6. every
student.
every
classroom.
every
day.
Have
your
teachers
had
trouble
determining
exactly
what
a
standard
or
a
benchmark
is
saying?
Then they are not alone.
7. 7
#1.
Analysis
of
Standard/Benchmark
• Purpose:
to
promote
the
collegial
conversa=on
about
the
meaning
of
standards
and
benchmarks
that
result
in
consensus
on
the
knowledge,
skills,
relevance
of
standards
and
benchmarks.
8. 8
In
the
event
that
we
don’t…
…the
prac=ce
of
analysis
of
standards
and
benchmarks
is
an
excellent
one
promo=ng
collegiality
and
deep
understanding
.
9. 9
Analysis
(cont’d.)
• Have
teachers
partner
with
a
colleague
who
teaches
the
same
subject
or
grade
level.
• Go
to
the
math
(or
ELA
or
Science)
content
standards.
• Select
a
strand
and
then
a
standard/
benchmark.
10. 10
Analysis
(cont’d.)
• Focus
on
the
benchmark.
• Silently,
have
them
read
it
slowly.
• Now,
look
at/read
the
P1
form
(
or
their
own
form)
components.
• Fill
in
the
benchmark
you
have
chosen.
• Now
begin
the
analysis
by…
11. 11
Analysis
(cont’d.)
• …asking
themselves,
“What
am
I
asking
my
students
to
KNOW
and
to
BE
ABLE
TO
DO
in
this
benchmark?
• KNOW:
nouns
• BE
ABLE
TO
DO:
verbs…no=ce
the
verbs
you
are
coming
up
with…where
do
they
fall
within
Bloom’s
Taxonomy??
Basic?
Higher
order?
• Relevance…….important!
12. 12
#2
Select
Assessment
Type
…and
actually
create
the
test
before
they
begin
Day
One
of
instruc=on…they
will
clearly
be
more
focused
on
what
must
be
taught…
Op=on
Two…Ques=on(s)
-‐A-‐Day
test
crea=on
method
13. 13
No
more
night-‐before
test
crea=on
crisis.
14. 14
#2
Select
Assessment
Type
• Ask
themselves,
“What
is
the
best
way
for
students
to
demonstrate
what
they
know
and
can
do?
• Paper
and
pencil
test?
• Graph?
Por^olio
work?
Song?
• Chart?
Mul=ple
choice
ques=ons?
• Oral
explana=on?
Drawing?
15. 15
A
few
types
of
assessments
• Mul=ple
Choice
• Enhanced
Mul=ple
Choice
• Jus=fied
Mul=ple
Choice
• Constructed
Response
• Open-‐ended
• Performance
Assessments
16. 16
#3
Develop
Scoring
Guide
• Purpose? To provide clear
descriptors about how
performance will be judged.
• Their grading will be more
reliable.
17. 17
#3
Develop
Scoring
Guide
• …the
chart
type
which
includes
ranges
such
as
Advanced
Proficient,
Proficient,
Par=ally
Proficient
or
Basic.
• …or…because
TIME is eternally a problem,,,
BORROW,
BORROW,
• BORROW,
BORROW!
• h:p://www.teach-‐nology.com/
• Then
Teacher
Tools,
go
to
Rubric
Generators,
scroll
to
Math
Rubric
Generator.
18. 18
#3
Develop
Scoring
Guide
• Spend
=me
with
teachers
exploring
the
teAch-‐nology
site
for
ideas
for
their
classroom.
• Rubric
sites
to
explore…
• rubistar.4teachers.org
– www.rubric.com
– www. TeAch-nology.com
19. 19
#4
Design
of
Curriculum
Purpose:
To
align
curriculum
with
each
of
the
standards/
benchmarks
which
they
are
using.
20. 20
MAKING
CONNECTIONS
• VERY
HIGH
QUALITY
PLANNING
• WELL-‐DESIGNED
(except
that
the
placement
of
the
assessment
wri=ng
should
be
up
front
as
per
Backwards
Design)
21. 21
#5
Planning
of
InstrucIon
How
will
they
teach
this
standard?
STRATEGIES…
e.g.,
coopera=ve
learning?
Think-‐pair-‐share?
mind
mapping?
manipula=ves?
jigsaw?
lecture?
22. 22
#5
PLANNING
INSTRUCTION
TACTICS…
Four
Corners?
Fish
Bone
Diagram?
Inside/Outside
Circles?
Venn
Diagram?
Numbered
Heads?
25. 25
#8
Refine
your
8-‐step
Process
Encourage
teachers
to
be
reflec=ve
prac==oners.
Step
back
and
look
at
how
they
planned.
Did
it
work
well?
Did
the
students
learn?
How
did
they
score?
What
could
you
have
done
be:er
or
in
a
different
manner?
Add
a
pre-‐test
next
=me?
26. 26
Bo=om
line….
Backwards
Design
Pedagogy
is
a
method
of
approaching
standards-‐based
educa=on
(SBE)
which
forces
us
as
teachers
to
focus
on
our
standards
so
much
so
that
we
complete
our
assessments
before
we
begin
instruc=on,
thereby
keeping
the
assessment
foremost
in
our
minds
as
we
teach
our
students
what
they
should
know
and
be
able
to
do
to
become
produc=ve
ci=zens
in
society.
29. 16
ENGLISH LANGUAGE ARTS COMMON CORE STATE STANDARDS
GRADE 1
CCR Anchor Standard CCSS Standard Unpacking
College and Career Readiness Anchor
Standards for Writing
Writing
Text Types and Purposes
1. Write arguments to support claims in an
analysis of substantive topics or texts,
using valid reasoning and relevant and
sufficient evidence.
1. Write opinion pieces in which they
introduce the topic or name the book they
are writing about, state an opinion, supply
a reason for the opinion, and provide some
sense of closure.
First grade students should be able to
express their opinion and demonstrate the
ability to share their opinion with others. In
first grade, students write opinion pieces
that clearly state their preferences and
supply a reason for their thinking. In doing
so, students need multiple opportunities to
express opinions and develop writing
behaviors.
Students need to engage in behaviors (turn
and talk, small group discussion, and
emergent writing and speaking learning
centers) that lead to the expression of ideas
both verbally and in writing: Students will
also need a purposeful focus on choice-
making throughout ELA.
For example, in this grade, students are
expected to be able to select a reason that
supports their opinion and be able to share
their thinking.
First grade students are required to include
both an introduction and a sense of closure
or a closing statement in their writing.
Students will need to build strategies for
introducing concepts (such as beginning
2. Write informative/explanatory texts to
examine and convey complex ideas and
information clearly and accurately through
the effective selection, organization, and
analysis of content.
2. Write informative/explanatory texts in
which they name a topic, supply some
facts about the topic, and provide some
sense of closure.
3. Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
3. Write narratives in which they recount
two or more appropriately sequenced
events, include some details regarding
what happened, use temporal words to
signal event order, and provide some sense
of closure.
30. 17
ENGLISH LANGUAGE ARTS COMMON CORE STATE STANDARDS
GRADE 1
with a fact or question) and concluding
their thoughts (learning to write a summary
statement) when writing. They will begin
to use temporal words (now, when, then)
to show order of events.
31. 18
ENGLISH LANGUAGE ARTS COMMON CORE STATE STANDARDS
GRADE 1
CCR Anchor Standard CCSS Standard Unpacking
College and Career Readiness Anchor
Standards for Writing
Writing
Production and Distribution of Writing
4. Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience.
4. (Begins in grade 3) With assistance from adults and peers,
students should focus their writing on a
topic and be able to respond to questions
and suggestions. In order to do so, students
need to understand how to add descriptive
words to their writing to strengthen their
piece. They also need to develop the ability
to recognize spelling, grammar, and
punctuation errors and have strategies for
correcting these errors with assistance
(during conferences and peer editing).
With assistance, students will use digital
tools to publish their writing independently
and in collaboration with peers (use of
keyboarding and technology). At this grade
level, students will need to be able to “log
on” to programs, computer stations, and
hand-held devices to engage with digital
media.
5. Develop and strengthen writing as
needed by planning, revising, editing,
rewriting, or trying a new approach.
5. With guidance and support from adults,
focus on a topic, respond to questions and
suggestions from peers, and add details to
strengthen writing as needed.
6. Use technology, including the Internet,
to produce and publish writing and to
interact and collaborate with others.
6. With guidance and support from adults,
use a variety of digital tools to produce and
publish writing, including in collaboration
with peers.
32. 19
ENGLISH LANGUAGE ARTS COMMON CORE STATE STANDARDS
GRADE 1
CCR Anchor Standard CCSS Standard Unpacking
College and Career Readiness Anchor
Standards for Writing
Writing
Research to Build and Present Knowledge
7. Conduct short as well as more sustained
research projects based on focused
questions, demonstrating understanding of
the subject under investigation.
7. Participate in shared research and
writing projects (e.g., explore a number of
“how-to” books on a given topic and use
them to write a sequence of instructions).
First grade students are required to
participate in shared research projects.
Students will need to understand their role
(job on the team) and how they will
contribute (work they will do) to the
project from beginning to end. Items, such
as, task charts, check sheets, and graphic
organizers will be helpful to students as
they learn to work together.
At this level, students are working with
provided research. They need to know how
to scan the information provided (words,
pictures, digital sources) and/or recall from
their own background knowledge the
pieces they need to answer research
questions and take notes. Students do this
work with prompting and support.
8. Gather relevant information from
multiple print and digital sources, assess
the credibility and accuracy of each source,
and integrate the information while
avoiding plagiarism.
8. With guidance and support from adults,
recall information from experiences or
gather information from provided sources
to answer a question.
9. Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
9. (Begins in grade 4)
33. 20
ENGLISH LANGUAGE ARTS COMMON CORE STATE STANDARDS
GRADE 1
CCR Anchor Standard CCSS Standard Unpacking
College and Career Readiness Anchor
Standards for Writing
Writing
Range of Writing
10. Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks,
purposes, and audiences.
10. (Begins in grade 3)