Introduce the Backwards Design Process

Summer Institute (SI) 2012 Introduce the Backwards Design Process

Objectives By the end of Presentation II, I will be able to: • Explain the Backwards Design process. • Describe the components of an Integrated Performance Assessment (IPA). • Familiarize with the CCS Lesson Plan template and materials.

Activity: Backwards Design Comic Strip Sort SILENTLY . . . Pull out a set of the comic strip frames from the Backwards Design Sort envelope at your table. Put the images in order, 1-6, to create a plausible narrative.

Trip to Target – Frame 1

Backwards Design • … relates to a planning sequence for curriculum (Wiggins & McTighe, 1998; Sandrock, 2010) • Identify desired results • Determine acceptable evidence • Plan learning experiences and instruction

Backwards Design Let’s take a look at an example of Backwards Design using the 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 McTighe & Wiggins, 1998, p. 10

Backwards Design – Step 1 Let’s take a look at an example of Backwards Design using 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 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

Video Clips As we watch the videos, think about how you would answer these questions: What evidence in the video shows that students are hooked? How do the activities in the video prepare the students for the end point? How are the activities in the video tailored for individuals? How is the instruction organized to help students gain deeper understanding?

Proficiency 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: What evidence in the video shows that students are hooked? How do the activities in the video prepare the students for the end point? How are the activities in the video tailored for individuals? How is the instruction organized to help students gain deeper understanding?

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.

Introduce the Backwards Design Process