backward mapping presentation

BACKWARD MAPPING:

Beginning with the end in mind

BACKWARD MAPPING:

Beginning with the end in mind

Tracy Considine Middle Years ICT Consultant South Western Sydney Region

What is it?


A framework used to improve curriculum design in order to develop and deepen students’ understanding.

Where did it come from?


Jay McTighe & Grant Wiggins“Understanding by Design”

The “Twin Sins” of curriculum design:

aimless activity superficial coverage

In the words of Covey


“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.”

Stephen R Covey, The seven habits of highly effective people

Backward mapping framework

1. Identify desired resultsUnpack the content and focus on the big ideas

2. Determine acceptable evidenceAnalyse and design multiple sources of evidence aligned with Stage 1

3. Plan learning experiences and instruction

Plan the learning experiences that align to Stages 1 and 2

Assessment Evidence

Learning Activities

Understandings Essential Questions

stage

2

stage

3

Standard(s):

stage

1

Performance Task(s): Other Evidence:

STAGE 1

STAGE 2

STAGE 3

Backward mapping framework• Adolescents share common

struggles in growing up.• Writers use a variety of stylistic

techniques to persuade readers.• Novelists can provide insight about

human experience.

What’s wrong with Holden? Students

assume the role of a staff member at

the psychiatric hospital and write aletter to Holden’s parents

explaining hisbehaviour.

Wiggins & McTighe

Assessment Evidence

Learning Activities

Understandings Essential Questions

stage

2

stage

3

Standard(s):

stage

1

Performance Task(s): Other Evidence:

STAGE 1Identify desired results

STAGE 2Determine acceptable

evidence

STAGE 3Plan learning

experiences and instruction

Why the backward mapping framework?

Without building courses ‘backward’ from key tasks, big ideas and performance standards, there are no clear priorities.

Wiggins & McTighe ‘05

By thinking through the assessment upfront,we ensure greater alignment of our goals,and therefore teaching is focused on thedesired results.

Links to key DET planning documents


Curriculum Planning and Programming

• Teaching programs will incorporate assessment as an integral component.

• Teaching programs will indicate the outcomes being addressed, the teaching activities planned and the intended assessment strategies.

Curriculum planning and programming, assessing and reporting to parents K-12 Policy


Assessing

Schools plan assessment so that:• students can demonstrate achievement of

outcomes for the relevant stage of learning;• valid and reliable assessment strategies are

used.



Assessing

• Teachers plan assessment strategies when developing teaching programs.• Teachers use a variety of appropriate assessments for judging student

achievement.



• provide learning opportunities which encouragestudents to use their imagination and toinvestigate and actively explore their

environment• increase the use of different technologies

as tools to stimulate inquiry and innovation and to broaden children’s understanding of the complex world in which they live

K-4 Strategy

1.0 Learning confidently


• assist teachers to make more consistent judgements about student achievement, monitor the progress and achievement of each young learner in order to inform the direction of teaching and learning

K-4 Strategy

1.0 Learning confidently


• strengthen the implementation of quality teaching and raise the level of student expectations, engagement and achievement.

• provide a challenging, cohesive curriculum across Years 5-9 that builds on prior learning and strengthens the relationship between quality teaching, learning and assessment

• …expand opportunities for students to apply their learning in a real world context

Middle Years Strategy

1.0 Reaching higher


Middle Years Strategy

2.0 Growing towards independence• expand the range of opportunities

available for all students to access and engage in learning experiences that are challenging, relevant and meaningful


Later Years Strategy1.0 Aiming higher

• continue to find innovative and effective ways of engaging students in courses that have particular significance for university entrance.• identify ways to foster critical thinking and reflection, creative thinking and develop the skills of entrepreneurship linked to curriculum outcomes and to the skills that industry wants such as problem solving, team work and communication.


Review of Statewide Assessmentsin the context of National DevelopmentsAn assessment framework for New South Wales schools3. High-quality school-based assessment that reflects current pedagogy and curriculum, and that emphasises assessment for learning.


Review of Statewide Assessmentsin the context of National DevelopmentsAn assessment framework for New South Wales schools6. Appropriate professional learning programson all aspects of assessment…integrating assessment and pedagogy, and using information from both school-based assessment and formal tests for student and school improvement.


Review of Statewide Assessmentsin the context of National DevelopmentsAn assessment framework for New South Wales schools9. An ongoing program of research and development in innovative assessment methods and the integration of new technologies, and the provision of support material for schools.


Corporate Plan 2006-2008NSW Department of Education and TrainingGOAL: To deliver education and training that inspires students to succeed, fosters high expectations and prepares them for participation in a democratic and sustainable society.Strategy: Create learning environments that are relevant and engaging and that prepare students, in all their diversity, to succeed in the modern world.


State Literacy Plan 2006–2008School-based and state-wide literacy assessment data will be used to inform teaching and to evaluate the impact of teaching and learning programs on student achievement

Regions will support schools by…coordinating professional learning support and encouraging schools to access state and regional programs which assist teachers to implement quality, syllabus based literacy assessment and teaching practices on entry to school and throughout the subsequent years of schooling


State Numeracy Plan 2006–2008

Schools will support teachers by…supporting teachers in developing and applying optimum teaching practices and to share and reflect on successful and unsuccessful approaches Implementing teaching programs that develop students’ numeracy through building upon what they currently know.

Regions will support schools by…engaging regional consultants to support numeracy networks and providing focused support on optimum numeracy teaching practices


NSW model of pedagogy

1. What do I want my students to learn?2. Why does it matter?3. How will they demonstrate their learning?4. What is the quality that I want them to

produce?

Students as the experts…

Allowing students opportunities to play an ‘expert’ role and engage in authentic tasks for different audiences using a range of appropriate technologies, will assist in maximising engagement, relevance and deep understanding.

backward mapping presentation

Education

policy curriculum planning

learning opportunities

learning experiencesthat

prior learning

programming teaching

curriculum outcomes

schools plan assessment

reliable assessment