New Trends & Practices Using Backwards Mapping to Design Curriculum
At the end of this session, you will know: 1. The 3 stages of Backwards Design 2. Characteristics of “BIG Ideas” Objectives and Essential Questions 3. Use appropriate assessment for evidence of learning 4. The steps for Gradual Release Instruction
Using the approach of Jay McTighe & Grant Wiggins “ Understanding by Design” , designing backwards What is Backwards requires first taking the outcomes Design? of learning obj ectives then creating instructional activities that will support students in attaining these obj ectives.
The 3-Step Backward Design Process What should students know, understand, and be able to do? What is worthy of understanding? What Identify enduring understandings are desired? What should students know, understand, and be able to do? desired What is worthy of understanding? What enduring understandings are desired? ● Consider goals results ● Examine content standards (Ministry, International, University) ● Review curriculum expectations Teacher/student interests ● Determine acceptable How will we know if students have achieved the desired results and met the standards? What will we accept as evidence of student understanding and proficiency? evidence Consider a range of assessment methods - informal and formal ● Think like assessors before designing specific units and lessons to determine how/why ● students have attained desired understandings. Plan learning What enabling knowledge and skills will students need to perform effectively and achieve desired results? experiences ● What activities will equip students with the needed knowledge and skills? and ● What will need to be taught and coached, and how should it best be taught in light of instruction performance goals? ● What materials and resources are best suited to accomplish these goals? ● Is the overall design coherent and effective?
A powerful intellectual tool, from which we can derive more specific and helpful understandings and facts. What are BIG BIG ideas have the power to raise questions and generate learning. ideas? They are a way of helping learners make sense of isolated content see connections. (Wiggins, G. 2010. What is a Big Idea? http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=99 )
A question made out of the BIG Essential Question idea. They are not answerable in a brief sentence...their aim is to stimulate thought, to provoke inquiry, and to spark more questions. (Wiggins & McTighe)
Creating the Essential Question It’s created from 3 possible concepts: 1. Important question that recur throughout life. When determining the author’s purpose, has his privileged background a. affected the meaning of the text? 2. Points to the big ideas subject knowledge. How well can fiction reveal truth? a. 3. Helps students make sense of complicated ideas. How do writers best hook and hold their audiences? a.
The Backward Design Process Backwards design encourages a change of mindset. When thinking of the end result first, assessment should be included in this process. Before planning instruction, think of what type of evidence students should complete to demonstrate understanding and mastery of standards. Then design meaningful activities using instructional strategies appropriate to students’ learning style, abilities, and interests.
Evidence of Learning “Evidence of achievement is the learner’s work that demonstrates achievement….it needs to be recorded in ways that can be verified by another subject specialist or moderator” For observed performance “...assessors need to provide a checklist or an annotated file note with a standard-specific description of the evidence viewed to justify the judgements made.” ( NZQA, ND) Using Backwards Design, the outcomes of learning should be identified first. Then decide which form of assessment will best allow students to demonstrate their understanding of the standard. http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/assessment-of-standards/generic-resources/gathering-evidence-of-achievement
Evidence of Learning Evidence to show that students have reached their “learning destination” can include: tests, written assignments, projects, video, audio recordings, presentations, etc. (See handout “Forms of Assessment”) Use the “Gradual Release” method to show the expectations to be successful.* Don’t think of assessment as the “more the merrier”. Students don’t necessarily learn more when you assess them more.
Standards, objectives, or goals Enduring Understandings: The BIG idea of what students will learn. EQ: To stimulate and challenge students and encourage inquiry. What students will know & the Success Criteria. Evidence of Learning include performance tasks, formative or summative assessment, and self-reflection. Learning experiences that will take place to achieve desired outcomes.
This is an instructional methodology that encourages teachers to release information to students in a step-by-step process. Gradual Release of The Gradual Release method encourages teachers to not Instruction assume “all the responsibility for performing a task….to a situation in which the students assume all of the responsibility” (Duke & Pearson, 2004, p. 211)
Focused Lesson: Establish purpose Productive Group Work: Students work based on learning outcomes, model collaboratively by consolidating their thinking & language required to be learning to create a product related to the topic. successful. Guided Instruction: Strategically use Independent Learning: Students questions, prompts, & scaffolding to independently apply what they have facilitate student understanding. learned through assessment.
Watch the following video to see how Gradual Release is used in the classroom. Gradual Release in the classroom Improving Practice Using Gradual Release
Improving Practice Using Gradual Release Take 5 minutes to answer the following questions based on the video. 1. How would using the, Gradual Release model change the way you plan your lessons? 2. In a 45 minute lesson, how long should focused instruction take place? 3. How do the post-its hold students accountable and push them to think about their own cognition? 4. Beyond shifting the cognitive load onto students, what other benefits are there of structuring lessons this way?
Session II Planning using UbD
Close reading involves focusing on a section or an entire text to analyze structure and interpret meaning. It is recommended to read the text 3 times with students...1 for content, 2 for how the text works, 3 for text evaluation. Close Reading Begin with a highlighter to ● annotate text. Look for patterns in the text ● (repetition, similarities, contradictions, etc.) Ask questions about noticed ● patterns...especially how & why
Close Reading: Point of View
Now it’s Your Turn! Using the UbD planning template and the Alpha Book selection of your choice, plan a lesson using Backwards Design & Gradual Release focusing on close reading & assessment.
Grade 3
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