The LEARN and Backwards Design Model

The Backwards Design Model

&The LEARN Model:

Angélica Guevara BernalAugust 23rd, 2013

MUNICIPIO DE CARTAGO

SECRETARIA DE EDUCACIÓN

Objectives

This talk intends to highlight the cons of the most used lesson plans models in the U.S. as observed in Fairfax County Schools, VA (TEA Program) in order to see how English teachers of the Municipality of Cartago can implement or adapt these models according to our social and cultural context.

Teachers demonstrate understanding of the Backwards Design Model and the LEARN Model.

Teachers develop a sample lesson plan utilizing the LEARN and the Backwards Design Model.

New Methods for Lesson and Unit Planning

During Dr. Megan Garnet seminars at George Mason University, TEA teachers were presented two great planning tools that are being effectively used in Fairfax County Schools to help teachers make the most of their classes.

The LEARN Model

The LEARN Model

L Link

E Engage/Educate

A Activate

R Reflect

N Next Steps

Linking connections to prior knowledge

Teacher presents a large group lesson.

Active learning, guided practice, group/individual work.

Processing and assessment

Where do we go next?Foreshadowing…

The LEARN ModelLink

Time Frame: 5-10 minutes.

Purpose: to «hook» students or get them interested/excited about a topic.

Format: Largely Teacher-Driven, but allows for independent practice.

The LEARN ModelLink

Sample Activities: News article or short video clip. Song or poem. Painting, Photograph, or Map. Primary Document. Anticipatory Set. Attitudes survey. Political Cartoon. Essential Terms &/or Questions. Fact or Fiction. Making connections. (Q & A approach)

The LEARN ModelLink

Sample Activities: Admit Slips / Warm-Up Activities..a. Open-ended writing. Students can reflect oon what they learned in a previous class.b. 1-3 short answer questions to check for understanding/emphasize key information.c. 3-2-1 questions. Journal Writings or Logs. K-W-L.

The LEARN ModelEngage / Educate

Time Frame: 20 - 30 minutes. Purpose: to build student

knowledge. Format: Largely Teacher-

Centered.Teacher presents a large group lesson, explains essential questions based upon course or objectives and student assessment information.

The LEARN ModelEngage / Educate

Instructional Strategies: Lecture Dip-sticking (Madeline Hunter) Explaining Using exemplars Transparencies, Power Point, or while board notes. Use of primary sources, video clips, short readings,

visuals, and/or a guest speaker.Students «sponge» via note-taking, listening, questioning, discussing and Q&A with teacher.

The LEARN ModelActivate / Active Learning

Time Frame: 20 - 30 minutes. Purpose: to focus on student’s

application of knowledge and skills. Students work, undestand , analyze and apply.

Format: Largely Student-Centered.

Students work individually, in pairs, teams, or small groups while teacher is facilitator focusing on the process and progress of student understanding and «doing.»

The LEARN ModelActivate / Active Learning

Sample Activities: Authentic activities not limited

to copying or filling in worksheets.

Teacher provides a variety of resources to meet the learning needs of all students.

Activities need not to be limited to the classroom.

Teachers can make use of computer labs and media centers.

The LEARN ModelReflect

Time Frame: 10 - 15 minutes. 5-10 in an-non blocked class.

(Summative assessments will extend this as much as a full class period) Purpose: Teacher provides opportunities, orally or

written, for each student to process what he or she has learned based on desired outcomes and lesson objectives.

Format: Largely Student-Centered. Students reflect, synthesize, and evaluate. This is the time to consider the «so-what?» questions associated with the topic.

The LEARN ModelReflect

Sample Activities: Pencil and paper quizzes Free responses Journal entries Projects Foldables Graphic organizers Simulations Role-plays Student reports and presentations

The LEARN ModelNext Steps

Time Frame: Approximately

5-10 minutes. Purpose: Teacher

concludes the class/lesson by making connections to student’s prior and/or future learning.

Format: Didactic/Teacher directed with some students responses to questions; in advanced classes this could be a rotating responsibility for one or two students.

The LEARN ModelNext Steps

Examples: Teacher summarizes progress made, essential understandings gained, and previews the next class:-Today we began by looking at…-Amy and Omar shared their experiences similar to that of the famous person we studied…-During the class you read letters, saw a movie clip of your hero receiving the Congressional Medal of Honor…-Next class we are going to learn about how this national hero… failed to accomplish…-»… and the resulting consequences were…»-To better prepare for our consideration of… please make sure you read the articles I have distributed and think about how you might write an editorial supporting or criticizing this individual.»-Ask members of your family who remember this person to share their thoughts and memories with you. Bonus points for the student with the most intriguing personal connection to…

The LEARN ModelNext Steps

Time Frame: Teachers should ask students for what they think should be studied next or in conjuction with the unit.

Times are recommendations. In reality, they will vary each day and with changes in focus and objectives. No one element should predominate. They are all key parts of the instructional symphony.

The Backwards

Design Model

The Backwards Design Model

This model allows teachers to think backwards, which is to see what the Desired Results are and how to get there.

The Backwards Design ModelEssential Questions

Make content answer to questions.

?

The Backwards Design Model

The Backwards Design Model

Desired Results

Established Goals Content standards, course or program objectives,

learning outcomes.

Understandings Big ideas / Big concepts not facts. Predictable misunderstandings.

Essential Questions Provokative questions to foster inquiry,

understanding, and transfer of learning.

The Backwards Design Model

Assessment Evidence

Performance Task Through what authentic tasks will students

demonstrate the desired understandings? By what criteria will performances of

understanding be judged?

Other Evidence Quizzes, tests, academic prompts, observations,

homework, homework, journals, etc. How will students reflect upon and self-assess

their learning?

The Backwards Design Model

Learning Plan

W= What learning expericences will be designed?

W = Where the students are going and where the students coming from?

H = How to Hook all students and Hold their interest?

E = How to equip students, Experience and Explore ideas?

R = How to provide oportunities to Rethink and Revise understandings.

E= How to allow students to Evaluate their work?

T= How to be Tailored (personalized) needs, interests and abilities of learners?O= How to be Organized to maximize engagement and effective learning?

The Backwards Design ModelEssential Questions Few key questions Assessment tasks linked to questions. Make less be more. Prioritize content Kid language Value Exploratory activities Post questions in the classroom Personalize questions Examine sub-questions

The Backwards Design ModelEssential Questions

Have students share examples, personal stories and hunches. Encourage them to bring in clippings and artifacts to help make the questions more alive.

Share your questions with other faculty to make planning and teaching for coherence across subjects more likely.

How to determine Acceptale Evidence

Wiggins & McTighe refer to the six facets of understanding:

1. Explanation: Why is that so?2. Interpretation: What does it mean?3. Application: How and where can we use this knowledge, skill or process?4. Perspective: From whose point of view?5. Empathy: How does it seem to you?6. Self-Knowledge: How does who I am shape my view?

How to determine Acceptale Evidence

In the end, «good assessment should be like a photo album

with quizzes, tests, performance tasks (etc) acting

like snapshots.»

Jay McTighe, 1998

Beginning Planning Do students have the

appropriate skills to learn from the lesson?

What skills will students need to perform effectively? What activities will equip

students with the needed knowledge and skills?

What materials and resources are needed?

Is the overall design coherent and effective?

Thanks a lot!

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