Backward Design

“Backward”Unit Design? : 

“Backward”Unit Design?

Lesson Planning #1 : 

Lesson Planning #1 Open teacher’s edition. Teach lesson. Check off QCCs covered.

Lesson Planning #2 : 

Lesson Planning #2 Go to Media Center. Check out latest issue of “The Mailbox” magazine. Select activity. Teach/do activity. Check off QCCs covered.

Planning “backwards” : 

Planning “backwards” What do I want my students to know and be able to do? How will I know if my students know it and/or can do it? What will need to be done to help my students learn the required knowledge? What will I do when I have a student who doesn’t know it or can’t do it?

Why design backwards? : 

Why design backwards? Clear expectations Targets of performance Focus on evidence of learning Student achievement relative to the standards

Considerations : 

Considerations Time of year Prior knowledge/previous exposure Other issues

Step #1. What do I want my students to know and be able to do? : 

Step #1. What do I want my students to know and be able to do? Standards and elements “Unpack” the standard Identify “big ideas” Enduring Understandings/Essential Questions Prioritize EUs and EQs Knowledge and Skills

“Unpacking” a Standard : 

“Unpacking” a Standard Identify “big ideas” Significant words and phrases Transfer to other contexts Serve as organizers for planning instruction Are conceptual; abstract

“Unpacking” a Standard : 

“Unpacking” a Standard Enduring Understandings Statements Declarations of what we want students to understand “Students will understand that _________ .” Essential Questions Open ended “How” questions Revisitable

“Unpacking” a Standard : 

“Unpacking” a Standard EUs and EQs Broad focus No “right” answer Designed to provoke and sustain student inquiry, while focusing learning and final performances Raise other important questions

“Unpacking” a Standard : 

“Unpacking” a Standard Prioritize EUs and EQs Judgment call Which aspects we need to teach first Reflect on previously mentioned “considerations”

“Unpacking” a Standard : 

“Unpacking” a Standard Knowledge and Skills What you want students to know, be able to do and understand by the end of this unit Topical – specific to the unit Overarching – can be used across units

Step #2. How will I know if my students know it and/or can do it? : 

Step #2. How will I know if my students know it and/or can do it? Evidence of learning and understanding Descriptive feedback about student performance Match assessments with objectives Variety of assessments Informal checks for understanding Observations and dialogues Tests and quizzes Academic prompts Performance tasks Student self-assessments

Step #3. What will need to be done to help my students learn the required knowledge? : 

Step #3. What will need to be done to help my students learn the required knowledge? Instruction Informed by assessments Identify resources Plan unit and sequence of lessons

Step #4. What will I do when I have a student who doesn’t know it or can’t do it? : 

Step #4. What will I do when I have a student who doesn’t know it or can’t do it? Differentiation Reteach Remediate