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Why Implement Backwards Design?

Why Implement Backwards Design?. Because it works!. What do we have to change?. Stage 1: Designers specify desired understandings and essential questions reflecting learning goals.

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Why Implement Backwards Design?

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  1. Why Implement Backwards Design? Because it works!

  2. What do we have to change? • Stage 1: Designers specify desired understandings and essential questions reflecting learning goals. • Stage 2: Requires students to transfer their learning to a new and authentic situation as a means of assessment. Are they getting it? With the results in mind, we plan purposeful learning activities and directed teaching to help all students.

  3. What do we have to change? continued • Stage 3: This is where we develop our teaching and learning plan to help our students achieve the desired results of stage one. A variety of specific approaches and techniques are required for responsive teaching to ensure the learning of all students. • This is the fun stuff! Use what you know about your students to help them be successful.

  4. What do we have to change? • In other words, we don’t leave the house without a destination in mind. We know where we are going, and we have a plan of how to get there. • This isn’t hard, it makes sense. We don’t get on the road and just drive and hope we get there.

  5. What is the role of content in backwards design? • The big ideas and essential questions provide the conceptual pillars that anchor the various disciplines. These pillars or targets remain the same, no matter who our students are or what abilities they possess. • However, student needs should influence how we teach toward these targets.

  6. Can we teach standards and still be responsive to all learners? • Of course! We come to stage 3 where develop our teaching and learning plan to help all students achieve the desired results of stage one. This is where we give them strategies to help students be successful. • For example: If the standard is for students to be able to perform division, we don’t stop at multiplication because this is where their skill level is. We just scaffold their learning so that they can still proceed with their learning.

  7. Standards and Differentiation Compatibility • Standards drive instruction and provide guidelines. • Using a river to compare standards based teaching and differentiation, backwards design provides the structure (banks) to support flexibility in teaching and assessing in order to honor the integrity of content and respect student individuality.

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