Ohio’s K-4 Content-Enriched Mandarin Curriculum Module Three Backward Design Funded by the U.S. Department of Education Foreign Language Assistance Program and the Ohio Department of Education

In this module you will learn... What Backward Design is; and How to plan curriculum with the end in mind.

What is Backward Design? Backward Design is beginning with the end in mind; starting with a clear understanding of your destination. –Know where you are now. –Know where you are going. –Map out how you will get there.

Stages in the Backward Design Process Plan learning experiences and instruction. Plan learning experiences and instruction Determine Acceptable Evidence Identify Desired Results

What do you want your students to KNOW and be able to DO? Example: –Compare U.S. and Chinese families. Other Examples: –Use numbers to barter. –Exchange information about hobbies.

Theme: My Family and Yours Need to Know Family terms Expressions: I have _ How many __ do you have? Numbers: 1-10 Comparative terms: more, fewer Need to Do Ask and answer questions Complete a Venn diagram Describe your family Interpret a simple bar graph

What Standards are Addressed? 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied. 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language. 4.4 Students demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.

Determine Acceptable Evidence (Performance Assessment) Students will create a poster that compares their families with families of their Chinese-speaking friends.

Performance Assessment... Relies on prior knowledge; Requires knowledge and skills for a purpose; Gives students a realistic task; Connects content to students; Is open ended; has more than one right answer; Uses higher order thinking skills (e.g., create, plan, decide, predict); and Requires communication and supported answers.

Using RAPPs to Beef Up Performance Assessments R = role: WHO are you? A = audience: To WHOM are you communicating? P = products: What FORM will your communication take? P = performances: How will you demonstrate proficiency? (Understanding by Design, 2005, Wiggins and McTighe)

RAPP up The Poster: RoleAudienceProductPerformance Guide Guests attending your open house at school Poster with photos and labels of family members; Graph Explain families at home and in China to your special guest and see what s/he can understand.

Plan Learning Experiences & Instruction Students learn vocabulary through a story with visuals about a family; Students answer yes/no, choice, and short response questions about the story; In pairs, students ask and answer questions about their families; Share out about their classmate’s family; Practice writing the characters for family members; Create a family tree;

More Learning Experiences & Instruction peers to ask and answer questions about their families. Create a Venn diagram comparing their own and their Chinese peers’ families. Share information about U.S. and Chinese speaking families and plot a simple bar graph with the class data. Present a summary of the graph results.

Choose Materials and Resources Pictures/photos Story Question cards Venn diagram Bar graph ?

Remember! Plan with the End in Mind Choose the theme; Align the standards; Decide what students should know and be able to do; Identify how students will demonstrate their knowledge; Plan instruction and learning experiences; and Choose materials and resources.

Resources Curtain, H. and Dahlberg, C. A. (2004). Languages and Children: Making the Match, 3 rd ed., Pearson Publishers. –P. 144 “Backward Design.” –Go to “Backward Design” section of Web site.

Reflection/Discussion Prompts List three advantages you see in using Backward Design to develop curriculum. How is using the process of Backward Design different from more traditional curriculum design approaches?

Additional Resources Jensen, J. and Sandrock, P. (2007). The Essentials of World Languages, Grades K-12: Effective Curriculum, Instruction, and Assessment. Alexandria, VA: ASCD. –Pp “Designing Backward from the Assessment to Instruction.” Wiggins, G. and McTighe, J. (2005). Understanding by Design, (2 nd. Ed). Alexandria, VA: ASCD.

Thank You! This is the end of the “Backward Design” Module. Please continue with Module Four, “Developing Oracy and Literacy Skills.”