The document provides guidance on using backward design in foreign language classrooms to enhance student proficiency and confidence in communication. It outlines a three-step process: identifying desired results, determining acceptable evidence, and planning instruction, with specific questions for each step. It emphasizes the importance of setting clear goals and aligning assessments with proficiency levels and communication modes.

1. Teaching with
Backwards Design
in the Foreign
Language Classroom

2. Tips, Tools and Resources to help
your students rise in proficiency
and communicate with confidence.

4. Backward Design starts by
setting goals before choosing
instructional methods
and assessment.

5. Backwards Design lends itself
very well to proficiency-based
language teaching.

9. Step 1
Identify Desired
Results

10. Step 2
Determine Acceptable
Evidence

11. Step 3
Plan Learning
Experience & Instruction

12. Consider these guiding questions
as you plan each step:

13. Step 1
Identify Desired
Results

14. What will students do with the
language?
Does this goal only focus on what the
students know about the language?
What is the current proficiency level of
the students? (novice mid, intermediate
low, etc.)
Step 1: Identify Desired Results

15. What is the text type that students can
produce? (lists, chunked phrases,
discrete sentences, connected sentences)
Is this goal specific?
Can I create 2-3 can do statements
Step 1: Identify Desired Results

16. Step 2
Determine Acceptable
Evidence

17. Are there opportunities to demonstrate
proficiency in the three communication
modes?
Are the prompts at the appropriate
proficiency level?
Do the prompts focus on the text type
of students at this proficiency level?
Step 2: Determine Acceptable Evidence

18.  Is there opportunity for student
choice?
 Do the assessments provide insight
into students’ ability to perform the
can do statements?
 Are there opportunities for
spontaneous language production?
Step 2: Determine Acceptable Evidence

19. Step 3
Plan Instruction

20.  What are the vocabulary themes
necessary to reach the goals and
desired outcomes?
 What are the language structures
necessary to reach the goals and
desired outcomes?
Step 3: Plan Instruction

21. What activities provide opportunities to
meet the desired outcomes using the three
communication modes?
What tasks provide students with
opportunities to use the language to
accomplish a goal that is independent of
practicing language?
Step 3: Plan Instruction

22. Click HERE or on the images to download a
Backwards Design lesson/unit plan template.
Designed for foreign language classes.

23. Click HERE
or on the image to
read my blog post
on planning with
Backwards Design.

24. www.wlclassroom.com
Tips, Tools and Resources to help
your students rise in proficiency and
communicate with confidence.

25. Click to follow