1. Please check, just in case…

2. Announcements 1.Classroom/caseload learning objectives description due next week. 2.First classroom—based assessment due the following week.

3. Quick questions, quandaries, concerns or comments?

4. APA Tip of the Day: Credible Sources Fact, rather than opinion, based. Accurate. Scholarly (well-researched and well-documented). Reliable. Peer-reviewed.

5. Topic: (a) Backward design and the reflective teaching cycle and (b) rating scales September 3, 2014

6. Backward Planning: Your treasure map to student learning!

7. Backward Design Process: 1.What do you want students to understand, know, and be able to do? (curriculum) 2.How will you know they have accomplished this? (assessment) 3.Develop a plan to get there (content, activities, teaching strategies). (instruction)

8. Backward Design Steps 1. Identify desired results. 2. Determine acceptable evidence. 3. Plan learning experiences and instruction.

9. 1. Curriculum “a specific blueprint for learning that is derived from content and performance standards... It is a specific plan with identified lessons in an appropriate form and sequence for directing teaching.” (Wiggins & McTighe, 1998, p. 4)

10. 1. What do you want students to understand, know, and be able to do?

11. Example: Curriculum: Language Arts Content Std. II: Students will communicate effectively through speaking and writing. Understand/Know/Do: Writers use a variety of techniques to communicate ideas to readers. Use a variety of strategies to generate topics and organize ideas.

12. 2. How will you know they have accomplished this?

13. 2. Assessment “The act of determining the extent to which the curricular goals are being and have been met. Assessment is an umbrella term we use to mean the deliberate use of many methods to gather evidence to indicate that students are meeting standards.” (Wiggins & McTighe, 1998, p. 4)

14. Example: Possible Assessments:  Performance Task: Write a persuasive letter or essay  Quiz: Elements of a persuasive essay  Other evidence: Journal entries  Student self-assessment: Checklist

15. Sample Formal Assessments  Exam and Quiz  Case Study  Article or Book Review  Lab Write-up  Essay  Student Presentation  Skill Demonstration

16. Sample Informal Assessments  Quick write  Minute paper  Observation of small or large group discussion or activity  “Big paper” summary of small group activity  On-line discussion group

17. 3. Develop a plan to get there: content, activities, and teaching strategies.

18. 3. Lesson Planning “choices about teaching methods, sequence of lessons, and resource materials... [that help]... us as educators to focus our planning and guide purposeful action toward the intended results.” (Wiggins & McTighe, 1998, p. 13)

19. Example: Unit:  Persuasive Writing Lessons: 1.Elements of persuasive writing, 2.Examples from literature, and 3.Writing persuasive letters.

20. Quick Write: How is the backward design process similar to or different from how you typically plan instruction for your students/clients? How might you consider using backward design to a greater extent in your curriculum design process?

21. How do I figure out what students should know, understand, and be able to do?

22. What is worth knowing? Important beyond the classroom? Important to the discipline? Frequently misunderstood? Interesting to students?

23. The Reflective Teaching Cycle

24. The Leaning Tower of Lesson Plans

25. How will you know if your students know something or know how to do something?

26. Main Points 1.Your choice of assessment methods depends on the purpose of your assessment. 2.Assessment in schools should ultimately provide information that is relevant to the instruction of students. 3.You can’t design good classroom-based assessment until you have clear idea what you want your students to know, understand, and be able to do.

27. Refresher: How are rating scales and checklist similar? How are they different?

28. Work Groups: Identify several possible learning objectives for your students or clients. Develop a rating scale that might be appropriate for identifying student performance on one or more aspects of the learning goal.

29. Topic: Rubrics Read: Hall & Salmon, 2003 AND Whittaker, Salend, & Duhaney, 2001 Looking ahead:

30. Please take a minute for the minute paper. And don’t forget to turn your phone back on.