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    Backward Design: 1. Teachers Are Designers 2. Why Backwards Is Best. 3. The 3 Stages

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    Mariana Suarez
    This document outlines the backward design process for curriculum development. It discusses that teachers should first identify the desired results and goals for student learning, then design assessments to measure student understanding of those goals, and finally plan learning experiences to help students achieve the results. The key aspects of backward design are identifying clear learning goals, focusing on the purpose of learning instead of just activities, and designing a progression from goals to evidence of learning to learning experiences.

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    Backward Design: 1. Teachers Are Designers 2. Why Backwards Is Best. 3. The 3 Stages

    Uploaded by

    Mariana Suarez
    147 views5 pages
    This document outlines the backward design process for curriculum development. It discusses that teachers should first identify the desired results and goals for student learning, then design assessments to measure student understanding of those goals, and finally plan learning experiences to help students achieve the results. The key aspects of backward design are identifying clear learning goals, focusing on the purpose of learning instead of just activities, and designing a progression from goals to evidence of learning to learning experiences.

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    Backwards Design

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    This document outlines the backward design process for curriculum development. It discusses that teachers should first identify the desired results and goals for student learning, then design assessments to measure student understanding of those goals, and finally plan learning experiences to help students achieve the results. The key aspects of backward design are identifying clear learning goals, focusing on the purpose of learning instead of just activities, and designing a progression from goals to evidence of learning to learning experiences.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    147 views5 pages

    Backward Design: 1. Teachers Are Designers 2. Why Backwards Is Best. 3. The 3 Stages

    Uploaded by

    Mariana Suarez
    This document outlines the backward design process for curriculum development. It discusses that teachers should first identify the desired results and goals for student learning, then design assessments to measure student understanding of those goals, and finally plan learning experiences to help students achieve the results. The key aspects of backward design are identifying clear learning goals, focusing on the purpose of learning instead of just activities, and designing a progression from goals to evidence of learning to learning experiences.

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    Understanding by Design Grant Wiggins and Jay Mc Tighe

    We offer guidance on how to tackle any educational design problem


    related to the goal of student understanding we help you better focus
    on how to achieve understanding of the important ideas (big ideas) that
    you target.
    Backward Design
    1. Teachers are designers
    2. Why backwards is best.
    3. The 3 Stages
    Teachers are Designers
    We design
    Curriculum, Learning Experiences, Assessments
    Students/
    Client/
    Audience
    To make
    learning
    more
    effective.
    Who? Why?
    PYP curriculum model, Scope and
    sequences, 5 essential elements.
    Our students needs: interests,
    developmental stages, class sizes,
    background knowledge.
    We are quick to say what things we like
    to teach, what activities we want to do,
    what resources we will use, but without
    clarifying the desired result how will we
    ever know whether our designs are
    appropriate or arbitrary?
    Focused on the desired
    RESULTS.
    How will we
    distinguish
    Interesting from
    Effective learning? All about the PURPOSE.
    What guides our designs?
    Good designs are?
    Why Backwards is Best.
    Shift in thinking
    To: The learning sough and the
    evidence of such learning.

    The results we want.
    Learning
    Output
    What will the learner need to achieve
    the required goals?
    From: Learning Activities
    The methods
    The books
    The content we want
    Teaching
    Input
    What materials and
    activities will I teach?
    If there is not a purpose work becomes confusing and frustrating.
    Topic: Prejudice
    Resource: Book
    Method: Discussion
    Quiz
    But what was the purpose
    for reading the book?
    We can fall into
    Activity fun: The purpose is lost
    Coverage: textbooks, cover an
    amount of topics.
    1. No clear purpose frames the learning
    experiences
    2. Students cant answer questions like:
    What is the point?
    What is the Big Idea?
    What does this help us understand or do?
    What is this related to?
    Why should we learn this?
    Goals
    (Big Ideas)
    Evidence
    (Assessment)
    Learning experiences
    The 2 Sins:
    Clear Progression:
    The 3 stages of Backwards Design
    IB Planner step 1 and 2
    Set Goals (Central Idea)
    Review curriculum expectations (transdisciplinary themes)
    Make choices (less is more) (Concepts, Related Concepts
    and lines of inquiry
    IB Planner Step 1 and 3
    How will we know if students have
    achieved the desired results.
    The evidence.
    Pre-assessments (what they already
    know)
    IB Planner Step 4
    What knowledge
    and skills will
    students need to
    achieve the
    desired results.
    The 5 essential
    elements needed
    to achieve the
    desired results.

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