“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” --Steven R. Covey The Seven Habits of Highly Effective People

 Backward Design is a way of thinking more carefully about design. It is not a program.  Teaching for understanding is the goal of teaching and is compatible with standards-based curricula. It is not an “either/or.”  Backward Design is continuous progress toward a focus of deeper and more rigorous understanding of content within a standards-based system.

 How would you define “understanding”? What does it mean to “really understand” or “get it”?  What are concrete indicators of really understanding a subject (vs. merely knowing important facts)?

Your Task:  Think back to your many experiences with well-designed learning, both in and out of school.  What was the most well-designed learning experience you have ever encountered or designed?  What features of the design made the learning so engaging and effective?

1. Identify desired results (e.g. standards, competencies, essential questions, objectives) 2. Determine acceptable evidence or assessments 3. Plan learning experiences & instruction

What key knowledge or skills will students gain? What should they be able to do? What are the “big ideas” that give meaning and importance to facts? What can students transfer to other topics and fields, and to adult life? What are the concepts that provide the foundation for “basic skills”?

 Assessment as NOT something we design once teaching is completed (a quiz, a test, homework)  The Backward Design approach asks that we determine our assessment evidence as we BEGIN to plan a unit.

What evidence will you collect to determine if students have achieved the desired results? By what criteria will performances of understanding be observed? How will students reflect upon and self- assess their learning?

 How is a focus on engaging and effective learning “designed in”?  What learning experiences and instruction will promote the desired understanding, knowledge, and skill?  How will the activities and instruction promote the deepening of students’ insights, interests, and connections to “the real world”?

Develop multiple ways that will help your students understand and learn the material. Use the textbook as a resource NOT as a syllabus.

Using Think-Pair-Share  What are your questions?  Where are your concerns for your planning?  What are your strengths and values that connect to Backward Design?

 Uses a backward planning process:  Scope and Sequence: identifies the appropriate DP competencies and state content standards students will learn in each course  Curriculum Maps: include competencies, standards, and products  Authentic Assessments: develop relevant, real-world products to assess students’ learning through demonstration  Unit Plan Overview: highlights overall themes and lessons  Daily Lesson Plans: enable students to meet the prioritized standards by demonstrating their knowledge, understanding and ability in the DP competencies.

1 Subject Area Scope and Sequence The list of prioritized standards, DP Content and Personal Competencies, and key products used to define student outcomes for a course. 2 Curriculum Map A living document that explains the teacher’s plan for meeting the course’s outcomes for the school year. 3 Authentic Assessment Design Tool A tool to support teachers in defining the key components of an authentic assessment. 4 Unit Plan Lesson Overview An overview of the lesson s within a unit, including each lesson’s objectives, activities and assessments. 5 Lesson Plan The key information for a lesson, including the full agenda and other related information.

Step 3 Authentic Assessment Design Tool Step 1 Subject Area Scope and Sequence Step 4 Unit Plan Lesson Overview Step 2 Curriculum Map Step 5 Lesson Plan

 In small school groups read “Curriculum in a DP School”  Using “The Final Word” protocol, from the National School Reform Faculty, discuss the reading in your group  Capture some of your key thoughts on newsprint about the reading and your discussion to present to larger group

 Journal: How do the curriculum process tools support Backward Design?  Did we meet our objectives? What is the evidence?