Backwards Design
Imaginative possibilities while ensuring that all the givens are honored. So, too, in cur-ricular design. The designer can imagine all sorts of wonderful.
- Backward Design. The idea of Backward Design comes from Wiggins & McTighe and suggests that learning experiences should be planned with the final assessment in mind.
- Curriculum Development Using the Backward Design Method* (*Wiggins and McTighe, 1998) “Curriculum Architects”: What shapes our work? What are the “design codes.
Backward Design Download Backward Design 11x17. Download Backward Design. Find a sample unit using Backward Design. What is Backward Design?
Backward Design means planning instruction with the end goals in mind. This framework helps educators implement a proficiency-based language program over a realistic timeline, based on the current program model. The Backward Design framework was developed by Jay McTighe and Grant Wiggins. Educators can find a concise overview of the backward design process.
When using backward design to create world language units with functional goals and objectives, the process can be broken down into the following three steps: 1. Identify Learning Outcomes When planning a thematic unit, the first step is to determine the learning outcomes or goals, i.e., what the students should know and be able to do at the end of the unit. The outcomes are framed in a real-world or authentic context. Download the for creating Thematic Units. Refer to, which define proficiency outcomes for Culture and the three modes of Communication (Interpretive, Interpersonal, Presentational). Determine the.
Determine the of the learners. Choose to guide the structure of the unit. Choose appropriate based on proficiency level and unit theme. Determine Acceptable Evidence Determine what assessments will be given to show evidence that students have understood and achieved the learning outcomes of the unit.
A summative Integrated Performance Assessment (IPA) scored with rubrics is recommended, as an IPA encompasses authentic cultural resources and performance tasks across the Interpretive, Interpersonal and Presentational modes of communication. Find appropriate. Design (listening, reading, viewing). Design an (spontaneous oral, written, signed conversation).
Backwards Design Model
Design a (speaking; writing; signing). Use appropriate to evaluate performance or proficiency. Plan Learning Experiences Plan and scaffold learning activities that will help the students achieve the goals of the unit. By knowing in advance the learning outcomes and the evidence needed for the unit, content and activities can be targeted in a more relevant and effective way.
Activate prior knowledge before lessons or activities. Use Can-Do statements to embed into lessons and activities. Use instruction and learning strategies across all modes of and for. Use the in communicative and comprehensible ways. Teach vocabulary and structures and as. Use in lessons, activities and formative assessments. Incorporate Higher Order Thinking skills into lessons and activities.
Use as learning checks. Incorporate to enhance instruction and learning.
Incorporate to add real-world relevance to learning experiences. Last Modified: 5/30/2017 2:57:14 PM.
Contents. 1 Definition. Backwards design (or backward design) is an invented by Wiggins and McTighe and is part of their larger Understanding by Design framework. “ Backward design begins with the end in mind: What enduring understandings do I want my students to develop?”. It is particularly suited for teacher designers who think in terms of what they wish to achieve.
2 The model The model has 3 stages:. Identify desired results (learning outcomes).
“ What should students know, understand, and be able to do? What is worthy of understanding? What enduring understandings are desired?”. Determine Acceptable Evidence (means to assess if learners have learnt). “ 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?”. Plan learning experiences and instruction. This includes:. definition of knowledge (know-that), skills and procedures (know-how) students ought to master. definition of materials.
definition of learning /teaching activities (scenarios). Wiggins and McTighe insist a lot on enduring understandings and that go beyond simple facts and skills to include larger concepts, principles or processes. 3 Variants There exist other variants, e.g. Below is a set of steps adapted to specific schoolteachers in a specific environment (see:. Decide on the themes, enduring understandings and essential questions for the unit. Design a summative for the end of the unit. Align the unit with the New York State ELA Standards and choose outcomes, strategies and best practices to teach them.
Choose resources to create a rich and engaging multi-genre thematically-linked unit. Weave back and forth across the curriculum map to make revisions and refinements. This is the Website sponsored by Grant Wiggins & Jay McTighe. Includes resources. (PDF Slides by Ellen.B Meier). (Overview & FAQ at B. Ladwig and K Pagano-Fuller's English Language Arts Site.).
Backwards Design Article
at DigitalLiteracy (include a nice 1-page summary in. (Short overview and some pointers). Janice Christy (2004), (This short article gives and overview of the larger context 'learning by design'). 5 References. Wiggins,G., McTighe, J.
(2006). Wiggins,G., McTighe, J.
Understanding by Design, Prentice Hall. & Jay McTighe: (2004). Understanding by Design Professional Development Workbook, Association for Supervision and Curriculum Development , Alexandria, VA.