1. ackward esign

2. Teachers are designers. The effectiveness of their designs corresponds to whether they have accomplished their goals for the end users.

3. Steps in the Backward Design Process Identify desired results. Determine acceptable evidence. Plan learning experiences and instruction.

4. Steps in the Backward Design Process Start with the end – What should students know, understand and be able to do as a result of the lesson/unit you are teaching? – What enduring understandings are desired? Essential questions Determine acceptable evidence. Plan learning experiences and instruction. Identify desired results

5. Steps in the Backward Design Process Establish curricular priorities Determine acceptable evidence. Plan learning experiences and instruction. Identify desired results Worth being familiar with. Important to know and do "Enduring" Understanding

6. Steps in the Backward Design Process 4 Criteria/Filters 1.To what extent does the idea, topic, or process represent a “big idea” having enduring value beyond the classroom? 2.To what extent does the idea, topic, or process reside at the heart of the discipline? 3.To what extent does the idea, topic, or process require uncoverage? 4.To what extent does the idea, topic, or process offer potential for engaging students? Determine acceptable evidence. Plan learning experiences and instruction. Identify desired results

7. Steps in the Backward Design Process As we begin to plan a unit or course “Because understanding develops as a result of ongoing inquiry and rethinking, the assessment of understanding should be thought of in terms of a collection of evidence over time instead of an event – a single moment-in-time test at the end of instruction.” Wiggins & McTighe, 1998, p.13 Identify desired results. Plan learning experiences and instruction. Determine acceptable evidence.

8. Steps in the Backward Design Process What evidence will show that the students understand? – Performance tasks & projects – Quizzes & tests – Observations, work samples, & dialogue – Student self-assessment Identify desired results. Plan learning experiences and instruction. Determine acceptable evidence.

9. Steps in the Backward Design Process Consider – What enabling knowledge and skills will students need to perform effectively and achieve desired results? – What activities will equip students with the needed knowledge and skills? – What will need to be taught and coached, and how should it best be taught, in light of performance goals? – What materials and resources are best suited to accomplish these goals? – Is the overall design coherent and effective? Identify desired results. Determine acceptable evidence. Plan learning experiences and instruction.

10. “Teaching is a means to an end. Having a clear goal helps us as educators to focus our planning and guide purposeful action toward the intended results.” Wiggins & McTighe, 1998, p. 13

11. Implications for Teaching The development of lessons and activities should be suspended until the last phase of the design process. – Development of learning activities and teaching strategies is premature until after a teacher has specified: The targeted understanding The assessment tasks implied Necessary background knowledge that will enable task mastery and/or understanding

12. Implications for Teaching Be clear about the purpose for your teaching. Different purposes will require different types of instruction. – Acquisition of organized knowledge (recall of facts) = direct instruction – Development of intellectual skills = coaching, exercises, & practice – Enlarged understanding of ideas & values = facilitative, constructivist, reflective, inquiry, questioning, cooperative learning, etc.

13. Credits Wiggins, G. & McTighe, J. 1998. Understanding by Design. Alexandria, VA: ASCD