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Backward Design. Backward Design is a process of lesson planning created by Grant Wiggins and Jay McTighe and introduced in Understanding by Design (1998). This lesson design process concentrates on developing the lesson in a different order than in traditional lesson planning.

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Backward Design is a process of lesson planning created by Grant Wiggins and Jay McTighe and introduced in Understanding by Design (1998).

  • This lesson design process concentrates on developing the lesson in a different order than in traditional lesson planning.
how is it different
How is it different?

Traditional

  • Goals & objectives
  • Activities
  • Assessments

Backward Design

  • Goals & objectives
  • Assessments
  • Activities
slide4

Set the vision.  Focus on the big ideas.

  • Create a shared vision.
  • Departmental activities to focus on
  • Enduring Understandings
  • Standards (national, state, district)
  • Essential Questions

Identify desired results.

slide5

Identify desired results.

Determine acceptable evidence.

Determine how students demonstrate their knowledge.

Focus on assessment before designing the learning activities.

Expand the assessment continuum.

slide6

Identify desired results.

Determine acceptable evidence.

Plan instructional activities:

Share best practice.

Build in collaboration.

Ensure success for all learners.

Plan learning experiences and instruction.

slide7

Set the vision.  Focus on the big ideas.

  • Create a shared vision.
  • Departmental activities to focus on:
  • Enduring Understandings
  • Standards (national, state, district)
  • Essential Questions

Identify desired results.

Determine how students demonstrate their knowledge.

Focus on assessment before designing the learning activities.

Expand the assessment continuum.

Determine acceptable evidence.

Plan instructional activities:

Share best practice.

Build in collaboration.

Ensure success for all learners.

Plan learning experiences and instruction.

Wiggins, G & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

identify desired results
Identify Desired Results
  • What is important for students to be able to do, know, or perform?
  • What enduring understandings are needed?
  • What provincial standards need to be met?
  • What are the essential questions?
enduring understandings
Enduring Understandings

Worth beingfamiliar with.

Important to knowand do.

“EnduringUnderstanding”

Wiggins, G & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

essential questions
Essential Questions
  • Go to the heart of the discipline.
  • Recur naturally throughout one’s learning and in the history of a field.
  • Raise other important questions.
  • Provide subject- and topic- specific doorways to essential questions.
  • Have no one obvious “right” answer.
  • Are deliberately framed to provoke and sustain student interest.

Examples

determine acceptable evidence
Determine Acceptable Evidence
  • How will enduring understanding be measured?
  • How will assessments vary?
    • Both formal and informal
    • Scope
    • Time frame
    • Setting
    • Structure
assessment continuum
Assessment Continuum

Observation/Dialogue

Informal Checks for understanding

Performance task/project

Academic prompt

Quiz/Test

w h e r e t o
W.H.E.R.E.T.O.
  • Where is it going?
  • Hook the students.
  • Explore and equip.
  • Rethink and revise.
  • Exhibit and evaluate.
  • Tailor to the student.
  • Organize