Understanding by Design

Backwards Planning

Basics of Backwards Design

 Step 1: Identify the Desired Results  Step 2: Determine Acceptable Evidence  Step 3: Plan Learning Experiences and Instruction

STEP 1: Identifying the Desired Results

 List the standards you wish to teach  Unpack the standard(s)  Determine the Essential Questions  Determine the Topical Questions  Determine the Key Understandings

Unpacking the Standard

Grade 6 Science- SOL 6.6c

The student will

properties

of the

investigate

of

air Earth’s

and the and

understand structures

and the

dynamics atmosphere

. Key concepts include:

C- how the

atmosphere changes

with

altitude

.

Stated or implied ideas in Nouns & Adjectives

of Earth’s atmosphere •Changes with altitude

:

•Structure and dynamics

Stated or implied real world performance in the verbs :

•Investigate the structures and dynamics of the atmosphere •Understand how the atmosphere changes with altitude

You unpack the standards

What is an Essential Question?

      Broad in scope Not easily answered in one sentence meant to be discussed Might be controversial or pose a dilemma Requires reasoning and justification Sparks more questions Important questions that recur throughout all our lives- K-12 and beyond

DOE Website

Did you know that the DOE website has already created essential questions for you?

http://www.pen.k12.va.us/VDOE/Ins truction/sol.html#general

Essential Questions

•What are the structures and dynamics

of the earth’s atmosphere?

•How do the layers of the atmosphere

impact our lives?

You Write an Essential Question

What is a Topical Question?

 What exactly do I want my students to know about this topic?

 Can be answered by uncovering the SOL content  Can be answered as a result of in depth inquiry into a single topic  Can be answered in 1-2 sentences

Topical Questions

•

What are the 5 layers on the atmosphere?

•

What are the general characteristics of each layer?

You Write Topical Questions

Essential Question  How do the various body system interact?

 What are the factors influencing the rise and fall of powerful nations?

 In what ways does art reflect, as well as shape, culture?



Comparing Types of Questions

How do authors use different story elements to establish mood?

Topical Question  How does food turn into energy?

 Why did the Roman Empire collapse?

  What do ceremonial masks reveal about Inca culture?

How does Ernest Hemingway use language to establish a mood?

Knowledge versus Understanding

Knowledge- Topical Questions  The facts  Verifiable claims  Right or wrong  I know something to be true  I respond on cue with what I know

Knowledge versus Understanding

Understanding- Essential Questions  The meaning of the facts   The theory that provides coherence and meaning to the facts Fallible, in-process theories    A matter of degree or sophistication I understand why it is, what makes it knowledge I judge when and when not to use what I know

Determining Key Understandings

Key Understandings

•The 4 layers of the atmosphere- Thermosphere,

Mesosphere, Stratosphere, and Troposphere

•The high and low temperature of each layer •The height of each layer •The relationship of the layer to the ground •The characteristics of each layer

You Write the Key Understandings

Step 2- Determine Acceptable Evidence

 Performance Tasks and Projects  Traditional Evidence  Informal Checks/Observations  Quizzes and Tests  Homework  Reflections  Self-assessment

Planning Assessments

 1.What kinds of evidence do we need?

 2.What specific characteristics in student responses, products, or performance should we examine?

 3. Does the proposed evidence enable us to infer a student ’ s knowledge, skill, or understanding?

How Can Technology Help in Planning Assessments?

    Online quizzes and tests Differentiation Portfolios Rubrics

How will these assessments be converted to data to answer questions about student learning?

Planning for Learning

 Plan engaging lessons that will:  Accomplish learning  Result in good performance on assessments  Be engaging and effective

How can technology be used to build engaging lessons?

      Project based/student centered learning Collaboration Communication Programs and online resources Creativity As a differentiation tool

teachers plan effective lessons using the Backwards Design methods?

What can you do to help teachers plan effective lessons using the Backwards Design Method?

             

References

Covey, S.R. (1989). The seven habits of highly effective people: Powerful lessons in personal change. New York: Free Press. Wiggins, G. and McTighe, J. (2005). Understanding by Design. Upper Saddle River,

NJ: Pearson Education Inc.

McCollum, S. L. (1994) Performance Assessment in the Social Studies Classroom: A How-To Book for Teachers. Poplin, MO: Chalk Dust Press. McTighe, J. and Wiggins, G. (1999) The Understanding by Design Handbook. Alexandria, VA: Association for Supervision and Curriculum Development. Social Studies Center for Educator Development. (1999) Texas Social Studies Framework, Kindergarten Grade 12: Research and Resources for Designing a Social Studies Curriculum. Austin, TX: Texas Education Agency. Wiggins, G. and McTighe, J. (1998) Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.