USING BACKWARD DESIGN FOR UNIT AND LESSON PLANS

1
USING BACKWARD DESIGN FOR UNIT AND LESSON PLANS

• Based on the thinking that if everyone has a
  clear picture of where they are going before they
  start, it will be easier for everyone to get
  there.

2
BACKWARD DESIGN AND THE SPECIAL NEEDS STUDENT

• Frequent reminders about goals and expectations
  often helps students with special learning needs
  to stay connected to the classroom agenda.
• All students will benefit from this, but, for the
  student with special needs, it is often the
  lifeline that keeps them on track.

3
WHERE DO I START?

• Start with the end in mind design around the
  task you will have students do to demonstrate
  their learning this is often called the
  CULMINATING TASK
• Letting students know what the culminating task
  will be at the outset of the unit can help
  sustain focus ( age appropriately)

4
BACKWARD DESIGN COMPONENTS

• IDENTIFY
• overall expectations
• specific expectations
• assessment strategies (ongoing and
• culminating)
• resources
• timeline
• general notes about strategies (
  specifics
• will be identified as you develop
  each unit)

5
CULMINATING TASKS SHOULD

• Address what students should know and be able to
  do as a reflection of the OVERALL EXPECTATIONS.
• Designed to allow assessment of the 4 areas
  identified in the achievement charts (i.e.,
  understanding concepts, inquiry and design
  skills, communication of knowledge, relating new
  learning to the outside world).
• Integrate learning from other subject areas to
  the greatest extent possible.