Part II Proficiency Introduce the Backwards Design Process Summer Institute (SI) 2012

Part II Objectives By the end of Part II, I will be able to: Explain the Backwards Design process. Describe the components of an Integrated Performance Assessment (IPA). Begin to plan how the Proficiency 101 Lesson Plan template and materials could be used in my local PD work.

Activity: Backwards Design Comic Strip Sort SILENTLY... 1.Pull out a set of the comic strip frames from the Backwards Design Sort envelope at your table. 2.Put the images in order, 1-6, to create a plausible narrative.

Trip to Target – Frame 1

Trip to Target – Frame 2

Trip to Target – Frame 3

Trip to Target – Frame 4

Trip to Target – Frame 5

Trip to Target – Frame 6

Backwards Design … relates to a planning sequence for curriculum (Wiggins & McTighe, 1998; Sandrock, 2010) 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction

Proficiency 101 Project Create a foundation of resources and PD content materials that will help teachers: –Understand the 8 proficiency levels in the WLES –Know how to teach to build proficiency –Assess proficiency in the classroom

Proficiency 101 Team 2011 – 2012 Team 1.Bertie County 2.New Hanover 3.Wake County 4.Cumberland 5.Winston-Salem/ Forsyth County 6.Charlotte- Mecklenburg Schools 7.American Renaissance Charter 8.Mitchell County 3 IHE, 2 At-Large, and others...

Collaboration Author: Paul Sandrock Co-editor: Lynn Fulton-Archer

Proficiency 101 Project Highlights from Blended approach Virtual book study P101 background information Review of RESA materials Creation of: –P101 Lesson Plan Template –SI 2012 Materials

Backwards Design Let’s take a look at an example of Backwards Design using the Proficiency 101 Lesson Plan Template

Backwards Design – Step 1 Identify Desired Results What is the TARGET? What should students know, understand, and be able to do? “For learning languages, the target is using a new language to interpret, exchange, and present information and ideas” (Sandrock, 2010, p. 11)

Backwards Design – Step 1 Identify Desired Results Established Goals Knowledge & Skills Enduring Understanding McTighe & Wiggins, 1998, p. 10

Backwards Design – Step 1 Identify Desired Results Established Goals ACTFL National Standards North Carolina World Language Essential Standards Local Curriculum developed for different programs and courses McTighe & Wiggins, 1998, p. 10

Backwards Design – Step 1 Identify Desired Results Established Goals Knowledge & Skills Learning Targets I can... I know... McTighe & Wiggins, 1998, p. 10

Backwards Design – Step 1 Identify Desired Results Established Goals Knowledge & Skills Enduring Understanding Essential Questions Inquiry Understanding Transfer of Learning McTighe & Wiggins, 1998, p. 10

Backwards Design – Step 1 Identify Desired Results Established Goals Knowledge & Skills Enduring Understanding McTighe & Wiggins, 1998, p. 10

Backwards Design – Step 1 Let’s take a look at an example of Backwards Design using the Proficiency 101 Lesson Plan Template

Backwards Design – Step 2 Determine Acceptable Evidence Think like an assessor, not an activity designer! How will students demonstrate that they have met the target(s) for their proficiency level? –Formative assessment –Summative assessment

Backwards Design – Step 2 Determine Acceptable Evidence Integrated Performance Assessment or IPA Authentic Performance-based Related to the three modes of communication (interpretive, interpersonal, presentational) Integrated Show progress through stages of proficiency “Teaching to the test” but in a positive sense...

Backwards Design – Step 2 Let’s take a look at an example of Backwards Design using the Proficiency 101 Lesson Plan Template

Backwards Design - Step 3 Plan Learning Experiences & Instruction What learning experiences and instruction will enable learner to achieve the desired results? How will they get to where they’re going?

WHERE TO? W-Where are we headed and Why H-Hook and Hold attention E-Equip with necessities to meet goals R-Rethink, Reflect, Revise E-Evaluate progress and self-assess T-Tailored to individuals O-Organize to optimize understanding McTighe & Wiggins

Proficiency 101 Video Clips As we watch the P101 videos, think about how you would answer these questions: 1.What evidence in the video shows that students are hooked? 2.How do the activities in the video prepare the students for the end point? 3.How are the activities in the video tailored for individuals? 4.How is the instruction organized to help students gain deeper understanding?

Proficiency 101 Video Clips Jennifer Solis American Renaissance Charter School 7 th Grade Spanish Novice Mid

Activity: Video Jigsaw Questions Each table will discuss their answers to their assigned question: 1.What evidence in the video shows that students are hooked? 2.How do the activities in the video prepare the students for the end point? 3.How are the activities in the video tailored for individuals? 4.How is the instruction organized to help students gain deeper understanding?

31 Activity: Video Jigsaw Questions 1 person at each table should record the group’s responses onscreen using a Word or Google doc. Now let’s do a Gallery Walk of screens to see the responses. 1 person remains with open computer!

Part II Reflection Please respond to these statements in your Penzu journal. Yes, easily and well Still one of my goals 1.I can explain the Backwards Design process. 2. I can describe the components of an Integrated Performance Assessment (IPA). 3. I can begin to plan how the Proficiency 101 Lesson Plan template and materials could be used in my local PD work.