Backwards Design for Standards-based Education

Backwards Design for Standards-based Education

Highlights of the Work ofGrant Wiggins and Jay McTighe

By Marianne Kenney

Social Studies Instructional Specialist

Welcome Back!Today’s Desired Outcomes

Awareness/Refresh on what is backwards designAwareness/Refresh on how to develop rubricsCommitment to develop/improve UbD unit

Stage 2Stage 3Differentiation

Entrance Slip

Using the Frayer OrganizerIndividually define “Backwards-Design”Numbered Heads Together

Wizardry

4 Wizard:Absolutely/Always - I could be teach this class! 

3 ProficientYes/Usually - I can do this. 

2 RegularSort of/Sometimes - Workin’ on it. 

1 NoviceNo/Never - Haven’t even started yet

3 Stages of “Backward” Design

1. Identify desired results

2. Determine acceptable evidence

1. Plan learning experiences & instruction.Then and only then

Stage 2 - Assessment Evidence

• Is set in a scenario that replicates or stimulates the ways in which a person’s knowledge and abilities are tested in real-world situations?

• Requires judgment and innovation. Will the students use their understanding and skills to solve a problem?

• Asks students to “do” the subject instead of reciting, restating, or replicating through demonstration what he/she was taught or already knows.

.

Developing Authentic Tasks

You are a …..(adult role, professional)….who must successfully (perform, produce)….for (audience, client)….thus, accomplishing (purpose, result)….which reveals and understanding of (big ideas, standards)….and skill at…..

Blooms Taxonomy

Performance Assessment should be at a higher level of thinking.Assessments should allow students to:

AnalyzeSynthesizeApply

Develop Rubrics

Must be used with UbD assessment since there is no one right answer.Should measure the quality of the student understanding, application, or analysis.If standards are our goals, shouldn’t they be the rubric criteria?!The performance levels become the observable actions that give us the evidence they have met the standards.

Just the Highlights

Using the Rubric Checklist and the rubric provided, highlight the parts of the rubric that correlate to the components in the checklist.Work with a partner

Now it’s your turn…

With your partner brainstorm a list of what you expect to see in the student work that demonstrates mastering the proficiency of the standards you are assessing.Keep the list manageable and focus on the most important abilities, knowledge, and skills expected.Be specific and concrete, use Bloom’s verbs and descriptive, meaningful adjective

Peer Consultation

With your partner, develop a description for the proficient level for one of the standards you are assessing

You have 7 minutesHere are some examples….

For Example

Building a Highway Across AfricaExample: Geography Standard• 2.1 Students know the physical and cultural

characteristics of placesAn indicator that students have met this standard…• Provides reasons for the new route that incorporate

accurate information regarding the physical and cultural features of places on the route

Another Example

Geography Standard 5: How humans affect the environment

Indicator: • Students can accurately describe and explain

how serious pollution, invasive species, and loss of habitat effect the Great Lakes

Let’s try one together

Highlight

Deconstruct your performance assessment by highlighting the:

Declarative knowledgeSkills

This is what must be taught in your unit!

3 Stages of “Backward” Design

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences & instruction.

Then and only then

Stage 3-Plan learning experience and instruction

Purpose: To align the curriculum with each of the standards/benchmark they are using

Making connections - very high quality planningPlan instructional strategies - how will they teach the standard? Coop learning? Think-pair-share/ Jigsaw? Lecture?How will you prepare students for the product or performance?

Organize by W.H.E.R.E.

W = Where are we headed? and why? (from the student’s perspective)H = How will the student be ‘hooked’?E = What opportunities will there be to be equipped and explore key ideas.R = How will we provide opportunities to rethink, rehearse, refine and revise?E = How will students evaluate (so as to improve) their own performance?

The Placemat

Work with your partner to fill in the placemat for your unitYou have 10 minutes

Which of these objects is most like you?

Similarities

In your newly formed group discuss any characteristics you have in commonYou have two minutes – yikes!

Using Pre-Assessment to Guide Differentiation

Tells us:What students already know about a topicThe levels of interest in a studyFurther instruction neededWhat requires re-teaching and enhancementHow to organize groups

Formative Assessment

Gives information about student progress toward benchmark/grade-level knowledge and skills.

Identifies targets for remediation, modification or enrichment.

Post Assessment

information about student achievement toward benchmark skills and knowledge;

evidence of what the student has learned;

feedback that helps the teacher evaluate and modify instruction.

Assessment Strategies

Checking for UnderstandingAssess Assess beforebefore teaching. teaching.Provide Provide feedback feedback earlyearly and and often.often.

Fist of Five

Ask: How well do you feel you know this information?

Show the number of fingers on a scale, with 1 being lowest and 5 the highest.

5. I know it so well I could explain it to anyone.4. I can do it alone.3. I need some help.2. I could use more practice.

1. I am only beginning.

Yes/No Cards

Using a 4x6 index card the student writes YES on one side and NO on the other.

When a question is asked the students hold up YES or NO.

1. Ask the students if they know the following vocabulary words and what they mean.

2. Call out a word. If a student is holding a YES they may be called on to give the correct answer.

3. Remind them that if they don’t know the words it is OK because they will be learning them.

4. You can do the same thing with conceptual ideas, etc.

YES

NO

Exit Pass

A RAFT is….

an engaging, high level strategy that encourages writing across the curriculum

a way to encourage students to: …assume a role;…consider their audience; …write in a particular format;…examine a topic from a relevant perspective.

All of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and adapting to student readiness levels.

An Example

The Feudal System

Students will:Describe the social characteristics pf feudalism in Europe.

Understand:the interdependency of roles in the feudal system;a person’s role in the feudal system will shape his/her perspective on events.

Be able to:conduct research;see events through varied perspectives;share research & perspectives with peers.

Feudal Pyramid RAFT

Role Audience Format TopicKing The Subjects Proclamation Read my lips,

New Taxes

Knight Squire Job Description Chivalry, is it for you?

Lord King Contract Let’s make a Deal

Monk Masses Illuminated Manuscript

Do as I say, not as I do

Serf Animals Lament Poem My so called Life

Now it’s Your Turn

Read over the lesson providedAccessibility Chart:

What strategies/activities lend themselves to differentiation?

Closure

Whip Around

Thank You for your energy and enthusiasm!