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Backward Design

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... created by Grant Wiggins and Jay McTighe and introduced in Understanding by Design (1998). This lesson design process concentrates on developing the lesson in ... – PowerPoint PPT presentation

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Title: Backward Design


1
Backward Design
  • Review

2
What Is It?
  • Backward Design is a process of lesson planning
    created by Grant Wiggins and Jay McTighe and
    introduced in Understanding by Design (1998).
  • This lesson design process concentrates on
    developing the lesson in a different order than
    in traditional lesson planning.

3
How Is It Different?
  • Traditional
  • Goals objectives
  • Activities
  • Assessments
  • Backward Design
  • Goals objectives
  • Assessments
  • Activities

4

Identify desired results.
Wiggins, G McTighe, J. (1998). Understanding by
Design. Alexandria, VA Association for
Supervision and Curriculum Development.
5
Identify Desired Results.
  • What is important for students to be able to do,
    know, or perform?
  • What enduring understandings are needed?
  • What state, national, and district standards need
    to be met?
  • What are the essential questions?

6
Enduring Understanding
Worth beingfamiliar with.
Important to knowand do.
EnduringUnderstanding
Wiggins, G McTighe, J. (1998). Understanding by
Design. Alexandria, VA Association for
Supervision and Curriculum Development.
7
Essential Questions
  • Go to the heart of the discipline.
  • Recur naturally throughout ones learning and in
    the history of a field.
  • Raise other important questions.
  • Provide subject- and topic- specific doorways to
    essential questions.
  • Have no one obvious right answer.
  • Are deliberately framed to provoke and sustain
    student interest.
  • Examples

8
Examples
  • Is the judicial branch too powerful?
  • What do we mean by all men are created equal?
  • What does it mean to lead a healthy life?
  • Are systems in nature interdependent?
  • Are mathematical ideas inventions or discoveries?

9
Determine Acceptable Evidence.
  • How will enduring understanding be measured?
  • How will assessments vary?
  • Both formal and informal
  • Scope
  • Time frame
  • Setting
  • Structure

10
Assessment Continuum
Informal Checks for understanding
Observation/Dialogue
Performance task/project
Academic prompt
Quiz/Test
Wiggins, G McTighe, J. (1998). Understanding by
Design. Alexandria, VA Association for
Supervision and Curriculum Development.
11
Plan Learning Experiences.
  • Learning experiences are planned after desired
    results and the method of measurement of those
    results are identified.
  • What will the students need to know in order to
    achieve the desired goal, learning, or
    understanding?
  • Various strategies are used to plan the learning.

12
W.H.E.R.E.
  • Where is it going?
  • Hook the students.
  • Explore and equip.
  • Rethink and revise.
  • Exhibit and evaluate.

13
Questions
End
14
Additional Resources
  • Great rubric generator
  • http//rubistar.4teachers.org/
  • Understanding by Design web
  • http//ubd.ascd.org/
  • Fairchild, J. and Kearns, J.
  • http//it.spring-branch.isd.tenet.edu/public/kearn
    sj/backward_home.htm

15
Summary
  • What is it?
  • How is it different?
  • Identify desired results.
  • Determine acceptable evidence.
  • Plan learning experiences.
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