Backward Design:
Common Problem: too much content to teach entire PLO's given the time frame, this is due to very
broad guidelines resulting in a need to focus on "concept-based curriculum".
Backward design: Planning a unit and/or lesson with the goals/ PLO's in mind, by laying out the targets (what you want to students to learn) first and designing backwards based on those targets. This can be achieved by following the 3 stages bellow and
3 Stages of Backward Design Process:
Stage 1 - Identify desired results, consider goals, examine established content and review curriculum
expectations
Stage 2 - Determine acceptable evidence and consider assessment in advance
Stage 3 - Plan learning esperiences and instruction, the goal is to make teaching engaging and
effective for learners
broad guidelines resulting in a need to focus on "concept-based curriculum".
Backward design: Planning a unit and/or lesson with the goals/ PLO's in mind, by laying out the targets (what you want to students to learn) first and designing backwards based on those targets. This can be achieved by following the 3 stages bellow and
3 Stages of Backward Design Process:
Stage 1 - Identify desired results, consider goals, examine established content and review curriculum
expectations
Stage 2 - Determine acceptable evidence and consider assessment in advance
Stage 3 - Plan learning esperiences and instruction, the goal is to make teaching engaging and
effective for learners
Keep in Mind...
- The big idea or "so what?" factor, looking at the nouns of the PLO's which point towards the big ideas
- The template can be filled out in any order
- Desired understandings and questions should remain a constant target
- The nature and needs of students should certainly influence how we teach towards these targets
- "Work smarter"- use resorces such as UbD Exchange Web site:
Backward Design With Differentiation in Mind
- While identifying the big ideas and concepts (the "what" we are teaching) keep in mind these do not change when your students abilities or learning styles change
- While the "what" stays consistent, how we teach the big idea is catered towards the needs of your students
- Assessment can be tailored to the students needs to best identify their own learning progress through offering written, oral or visual assessment
- Keep in mind that even though we might use different forms of assessment it is important to keep the same criteria
- Teachers need to find a balance between individualized assessment and standardization