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DAY 3 BACKWARD DESIGN. BY:GUL GOKSEL- MUGE OZAY. Teachers are designers We are designers to diagnose student needs to guide are teaching and to determine whether we have achieved our goals. Are the best curricular design BACKWARD ?.

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Day 3 backward design

DAY 3BACKWARD DESIGN

BY:GUL GOKSEL- MUGE OZAY


Teachers are designers We are designers to diagnose student needs to guide are teaching and to determine whether we have achieved our goals.


Are the best curricular design backward
Are the best curricular design BACKWARD ?

Backward Design , help teachers to clarify their goals but also results in a more sharply defined teaching and learning target . So students perform better knowing their goal.


Stages in the backward design progress
Stages in the Backward design progress

  • Identify desired results.

  • Determine acceptable evidence.

  • Plan learning experiences and instruction.


Using these standards help focusing during teaching and limited class time on the truly important aspects on the unit.


Identify desired results
Identify desired limited class time on the truly important aspects on the unit.results

  • Teachers must address the specifics of instructional planning

  • - Choices about teaching methods, sequence of lessons, and

  • resource materials

  • - AFTER identifying the desired results and assessments.

  • Teaching is a means to an end.


The Six Facets of Understanding limited class time on the truly important aspects on the unit.

•can explain

•can interpret

•can apply

•have perspective

•can empathize

•have self-knowledge


Determine acceptable evidence
Determine acceptable evidence limited class time on the truly important aspects on the unit.

As well assessment should include a culminating performance that demonstrates evidence of understanding of the concepts of the unit.


Plan learning e xperiences and instruction
Plan limited class time on the truly important aspects on the unit.learning experiences and instruction

Use "WHERE" to guide teachers on where to focus their effort

Where the work is headed and the purpose

•Hook students with engaging work that makes them more eager to explore key ideas.

•Explore the subject in depth and equip students with required knowledge and skills explore the subject in depth .

•Rethink with students the big ideas; students rehearse and revise their work

•Evaluate results and develop action plans through self-assessment of results


The end
The end limited class time on the truly important aspects on the unit.


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