ABOUT FACEHelping Students Discover Success through Backward Design

July 17,2009

Why work backwards??

“You cannot plan how you’re going to teach until you know exactly what you want your students to learn.” (Wiggins & McTighe, 2006)

Why work backwards??

Backward design planning focuses on:o Learning Outcomeso Standardso Assessments for accomplishing

those standards

(Childre, Sands, & Pope, 2009)

Benefits of Backward DesignAccommodates learning needsTargets deeper levels of understandingLearning is relevant and meaningful

for all studentsSupports mastery of curricular

standards

(Childre, Sands, & Pope, 2009)

Backward Design Planning Steps1. Identify Your learners (ok, so this

is always the first step!)◦Identify classroom needs◦Identify individual student needs

2. Design Assessment Framework◦Performance tasks/projects◦Oral / written prompts◦Quiz(es) / test(s)◦Formative assessments

Backward Design Planning Steps3. Create Learning Activities

◦Design and sequence learning activities Include pre, during, and post reading

strategies Reading, study skills, writing/note-taking

strategies

◦Check integration of accommodations

4. Connect to curricular priorities◦ State/local standards◦ Create essential questions◦ Identify pre-requisite knowledge

and skills

Identify Learners

Identify classroom needs Students with disabilitiesGifted and TalentedStudent background info

Identify individual student needs

John -reader/extended timeJane -well organized partner

Design AssessmentFramework

Performance Tasks/projects Individual or groupOral, written, both

Oral / Written prompts Write out the exact prompt you will have students respond to

Quiz / Tests Pre and final testsVocabulary quizzes

Formative Assessments Class discussions, experiments, small group work

Create Learning Activities

Design and sequence learning activities• Pre reading• During reading• After reading

Access prior knowledgeEssential questionsDouble sided diary reading strategyT-chart note-taking strategyStudy – predicting assessment questions

Check for integration of accommodations

Incorporation of special needs , extended time, partners, etc.

Identify Curricular Priorities

State and local standards Core Content for Assessment

Create essential questions Questions designed to hook students

Identify prerequisite knowledge

Needed background knowledge or prior experience

References

Childre, A., Sands, J.R., & Pope, S.T. (2009). Designing challenging curriculum: Backward design. Teaching Exceptional Children, 6-14.

Wiggins, T., & McTighe, J. (2006). Understanding by design (2nd ed.). Upper Saddle River, NJ: Prentice Hall.