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Part IIProficiency 101 - - - - - - - - - - - - Introduce the
Backwards Design Process
Summer Institute (SI) 2012
Part II Objectives
By the end of Part II, I will be able to:• Explain the Backwards Design
process.• Describe the components of an
Integrated Performance Assessment (IPA).
• Begin to plan how the Proficiency 101 Lesson Plan template and materials could be used in my local PD work.
Activity: Backwards Design Comic Strip Sort
SILENTLY . . .
1. Pull out a set of the comic strip frames from the Backwards Design Sort envelope at your table.
2. Put the images in order, 1-6, to create a plausible narrative.
Trip to Target – Frame 1
Trip to Target – Frame 2
Trip to Target – Frame 3
Trip to Target – Frame 4
Trip to Target – Frame 5
Trip to Target – Frame 6
Backwards Design
•… relates to a planning sequence for curriculum (Wiggins & McTighe, 1998; Sandrock, 2010)
1.Identify desired results
2.Determine acceptable evidence
3.Plan learning experiences and instruction
Proficiency 101 Project
Create a foundation of resources and PD content materials that will help teachers:
– Understand the 8 proficiency levels in the WLES
– Know how to teach to build proficiency
– Assess proficiency in the classroom
Proficiency 101 Team2011 – 2012 Team
1. Bertie County
2. New Hanover
3. Wake County
4. Cumberland
5. Winston-Salem/ Forsyth County
6. Charlotte-Mecklenburg Schools
7. American Renaissance Charter
8. Mitchell County
3 IHE, 2 At-Large, and others . . .
Collaboration
Author: Paul Sandrock
Co-editor: Lynn Fulton-Archer
Proficiency 101 Project
Highlights from 2011-2012
• Blended approach
• Virtual book study
• P101 background information
• Review of RESA materials
• Creation of:– P101 Lesson Plan Template– SI 2012 Materials
Backwards Design
Let’s take a look at an example of Backwards
Design using the Proficiency 101
Lesson Plan Template
Backwards Design – Step 1Identify Desired Results
What is the TARGET?
What should students know, understand, and be able to do?
“For learning languages, the target is using a new language to interpret, exchange, and present information and ideas”
(Sandrock, 2010, p. 11)
Backwards Design – Step 1Identify Desired Results
Established Goals
Enduring Understanding
McTighe & Wiggins, 1998, p. 10
Backwards Design – Step 1Identify Desired Results
Established GoalsACTFL National Standards
North Carolina World Language Essential
StandardsLocal Curriculum developed for different programs and
courses
McTighe & Wiggins, 1998, p. 10
Backwards Design – Step 1Identify Desired Results
Established Goals
Knowledge & SkillsLearning Targets
I can . . . I know . . .
McTighe & Wiggins, 1998, p. 10
Backwards Design – Step 1Identify Desired Results
Established Goals
Enduring Understandi
ngEssential
Questions Inquiry
Understanding Transfer of
Learning
McTighe & Wiggins, 1998, p. 10
Backwards Design – Step 1Identify Desired Results
Established Goals
Enduring Understanding
McTighe & Wiggins, 1998, p. 10
Backwards Design – Step 1
Let’s take a look at an example of Backwards
Design using the Proficiency 101
Lesson Plan Template
Backwards Design – Step 2Determine Acceptable Evidence
Think like an assessor, not an activity designer!
How will students demonstrate that they have met the target(s) for their proficiency level? – Formative assessment– Summative assessment
Backwards Design – Step 2Determine Acceptable Evidence
Integrated Performance Assessment or IPA
• Authentic• Performance-based• Related to the three modes of
communication (interpretive, interpersonal, presentational)
• Integrated • Show progress through stages of
proficiency• “Teaching to the test”
but in a positive sense . . .
Backwards Design – Step 2
Let’s take a look at an example of Backwards
Design using the Proficiency 101
Lesson Plan Template
Backwards Design - Step 3
Plan Learning Experiences & Instruction
What learning experiences and instruction will enable learner to achieve the desired results?
How will they get to where they’re going?
WHERE TO?
W-Where are we headed and Why
H-Hook and Hold attention
E-Equip with necessities to meet goals
R-Rethink, Reflect, Revise
E-Evaluate progress and self-assess
T-Tailored to individuals
O-Organize to optimize understanding
McTighe & Wiggins
Proficiency 101 Video Clips
As we watch the P101 videos, think about how you would answer these questions:
1. What evidence in the video shows that students are hooked?
2. How do the activities in the video prepare the students for the end point?
3. How are the activities in the video tailored for individuals?
4. How is the instruction organized to help students gain deeper understanding?
Proficiency 101 Video Clips
Jennifer Solis
American Renaissance Charter School
7th Grade Spanish
Novice Mid
Activity: Video Jigsaw Questions
Each table will discuss their answers to their assigned question:
1. What evidence in the video shows that students are hooked?
2. How do the activities in the video prepare the students for the end point?
3. How are the activities in the video tailored for individuals?
4. How is the instruction organized to help students gain deeper understanding?
31
Activity: Video Jigsaw Questions
1 person at each table should record the group’s responses onscreen using a Word or Google doc.
Now let’s do a Gallery Walk of screens to see the responses.
1 person remains with open computer!
Part II ReflectionPlease respond to these statements in your Penzu journal.
Yes, easily and well
Still one of my goals
1. I can explain the Backwards Design process.
2. I can describe the components of an Integrated Performance Assessment (IPA).
3. I can begin to plan how the Proficiency 101 Lesson Plan template and materials could be used in my local PD work.
