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Designing Learning Experiences for Teachers, Students, and the Public

Designing Learning Experiences for Teachers, Students, and the Public. An Introduction to the Principles of “Backwards Design”. Time for a Test. A test item on a national 8 th grade mathematics assessment:

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Designing Learning Experiences for Teachers, Students, and the Public

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  1. Designing Learning Experiencesfor Teachers, Students, and the Public An Introduction to the Principles of “Backwards Design”

  2. Time for a Test • A test item on a national 8th grade mathematics assessment: "How many buses does the army need to transport 1,128 soldiers if each bus holds 36 soldiers?" • Almost one-third of the 8th graders answered the question, "31 remainder 12" (Schoenfeld, 1988, p. 84). Why?

  3. To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you're going so that you better understand where you are now so that the steps you take are always in the right direction. Stephen R. CoveyThe Seven Habits of Highly Effective People

  4. What would we accept as evidence that learners have attained the desired understandings and proficiencies?

  5. Understanding by Design, by Jay McTighe and Grant P. Wiggins, 1998Prentice Hall Publishing, ISBN 013093058X What would we accept as evidence that learners have attained the desired understandings and proficiencies - BEFOREproceeding to plan teaching and learning experiences?

  6. June 28, 2003 M-Day What would we accept as evidence that learners have attained the desired understandings and proficiencies?

  7. What are the questions? How do you want the participants to be DIFFERENT as a result of attending M-Day? (knowledge, attitudes, skills)

  8. Establishing Curricular PrioritiesTHREE REALMS • Worth being familiar with:  What do we want learners to read, view, research and otherwise encounter? • Important to know & do:  Mastery required at this level.  Important knowledge (facts, concepts, & principles) and skills (processes, strategies, & methods). • "Enduring" understanding: What we want learners to "get inside of." 

  9. Essential Questionscannot be answered in a single sentence • Is there enough to go around (e.g., food, clothes, water)? • Is history a history of progress? • Does art reflect culture or shape it? • Are mathematical ideas inventions or discoveries? • Must a story have a beginning, middle, and end? • When is a law unjust? • Is gravity a fact or a theory? • What do we fear? • Who owns what and why? • Is biology destiny?

  10. Clarifying Questions Filter 1: To what extent does the idea, topic, or process represent a "big idea" having enduring value beyond the classroom? Filter 2 : To what extent does the idea, topic, or process reside at the heart of the discipline? Filter 3 : To what extent does the idea, topic, or process require uncoverage? Filter 4 : To what extent does the idea, topic, or process offer potential for engaging students?

  11. Backwards Design • What is worthy and requiring of understanding? • What is evidence of understanding? • What learning experiences and teaching promote understanding, interest, and excellence?

  12. Resources • Understanding by Design, by Jay McTighe and Grant P. Wiggins, 1998, Prentice Hall Publishing, ISBN 013093058X • http://www.ascd.org/readingroom/books/wiggins98book.html • http://www.pgcps.pg.k12.md.us/~croom/understanding_by_design.htm

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