Name: Liz-e Patton Date: 3/7/2015Client: PSU Course- Developing Training Materials

Title:Backward Design

Stage 1: Identify Desired Results.Established Goals

Apply the UbD framework to a real project.

Rethink assessment.

Think of some good essential questions.

Convince future trainers and instructional designers to promote the use of backward design. (LP)

Essential QuestionsWhat is an Essential Question?How do I know if my Essential Questions

and Enduring Understandings are good?

What are the three stages of backward design?

Where are the steps most strongly related?

Enduring UnderstandingsWhat will participants know?

Understand the three steps of backward design.

What will participants be able to do?Write good essential questions.

Identify appropriate and varied assessment evidence.

EquityParticipants will use their own real-life examples of projects to try out backward design.Group work will create peer support.

STAGE 2- Assessment EvidenceAuthentic Performance Tasks Other Evidence of UnderstandingWriting essential questions.

Identifying enduring understandings.

Using the planning tools (blueprint, or the shorter matrix) with a real project.

Responses in the Participant Handbook.

Discussion within the class or small groups.

Padlet responses.

How to identify participants’ strengths/areas for growth How will this assessment inform your instruction?

Participant responses during Guided InstructionObservation of small groups.Questions from participants.

I can adjust:the scope/depth of content/instructiongroup arrangementsthe order of presentation

STAGE 3- Learning PlanPre-Instruction:I shared some info about UbD and backward design on the discussion boards.

Introduction: 5mReview this document.Stage 1: Desired Results- Goals, Enduring Understandings, Essential Questions, Instruction and Guided Practice

7m

Stage 2: Assessment- Performance Tasks and Other Evidence 5mStage 3: Learning PlanWHERETO, Six Facets of Understanding

4m

Guided Practice- The Matrix 7mAuthentic Performance Task: Partners/Groups try the template with a real project. 8mClosure: 3mGroups share key insights from the activity.

© BILARDELLO, EBERT, MURPHY, MCGINTY AND SIDDENS FROM UCSC. FOUNDED ON THE PRINCIPLES FROM UNDERSTANDING BY DESIGN BY WIGGINS AND MCTIGHE, SCAFFOLDING LANGUAGE & LEARNING BY GIBBONS, MAKING CONTENT COMPREHENSIBLE BY ECHEVARRIA, VOGT, & SHORT AND “A FRAMEWORK OF ENGLISH LEARNERS: SCAFFOLDS FOR INSTRUCTION” BY AIDA WALQUI, WEST ED. REVISED MARCH 1, 2006 BY MCGINTY & MARCH 3, 2014 BY E. PATTON

Practice & Extending Learning:Check out ascd.com for books and articles about UbD.Understanding by Design, Second Edition, by Grant Wiggins and Jay McTighe, 2005.

Use the Facilitator’s Guide (on my site) to slowly implement backward design into your work!Resources and Materials:Participant Packet Includes:One UbD-based template filled out by me (planning for this session, very meta).One with prompts, and one that’s blank.Also, one short version of the template.Also, a copy of the UbD ‘WHERETO’ for developing instruction.

For Word templates, and to view the presentation, visit: Edufantastique.com/UbD

© BILARDELLO, EBERT, MURPHY, MCGINTY AND SIDDENS FROM UCSC. FOUNDED ON THE PRINCIPLES FROM UNDERSTANDING BY DESIGN BY WIGGINS AND MCTIGHE, SCAFFOLDING LANGUAGE & LEARNING BY GIBBONS, MAKING CONTENT COMPREHENSIBLE BY ECHEVARRIA, VOGT, & SHORT AND “A FRAMEWORK OF ENGLISH LEARNERS: SCAFFOLDS FOR INSTRUCTION” BY AIDA WALQUI, WEST ED. REVISED MARCH 1, 2006 BY MCGINTY & MARCH 3, 2014 BY E. PATTON