Transcript Welcome to Involvemint!

Introduction to
Backward Design
With an Emphasis on
Technology!
Revolutionize Student
Understanding!
Introductions
Shannon Timmons
• Smyrna High School
• Driver Education
• Master’s in
Educational
Technology
Brenda Foulk
• Middletown High School
• Business Education
• Master’s in
Curriculum &
Instruction
[email protected]
[email protected]
House Keeping
• Cell Phones
• Restroom Locations
• Parking Lot Issues
Why “Backward”?
• Traditional Method of
Teaching
– March through
textbook
• Topic
• Lesson (with activities)
• Unit Test
• Backward Design
– Plan assessment first
– Develop activities
• Align with Big Idea
and Assessment
– Design Learning Plan
• Lessons
Why Backward?
• Begin with the end in mind
• Not “one size fits all”
• A way of thinking as opposed to a
model or program
• Transferability
Why Backward?
What do you want
your students to
remember in…..
4 minutes
4 hours
4 days
4 years
40 years
……from now?
3 Stages of Backward Design
Stage 1
Desired
Results
•Big Idea
•Goals – State
Standards
•Enduring
Understandings
•Essential
Questions
•Knowledge and
Skills
Stage 2
Assessment
Evidence
Stage 3
Learning
Plan
•Authentic
Transfer
Tasks
•Activities
•Other
Evidence
•Rubrics
Stage One
The Big Idea
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Come from state standards
Vertical Alignment (K-12)
Connect the dots for learners (transferability)
Core of learning (broad and abstract)
Conceptual anchor
One or two words
Timeless
Big Ideas
Health
Addictions
Business Education
English
Data
Connections
Math
Science
Patterns
Migration
Social Studies
Systems
Art
Perspective
Physical Education
Interactions
Music
Rhythm
Activity – Your Big Idea
Within your content area:
• Think of something you are required to
cover by state standards
• In one or two words, convert that to a
Big Idea
• Think of nouns, themes, or concepts
• How did you do………?
Some Questions for
Identifying Truly “Big Ideas”
– Does it have many layers and nuances, not obvious
to the naïve or inexperienced person?
– Can it yield great depth and breadth of insight into
the subject? Can it be used K-12?
– Do you have to dig deep to really understand its
subtle meanings and implications even if anyone
can have a surface grasp of it?
– Are you likely to change your mind about its
meaning and importance over a lifetime?
You’ve got to go
below the surface...
to uncover the
really ‘big ideas.’
From Big Ideas to
Enduring Understandings
• EUs summarize the key meanings, inferences, and
importance of the ‘content’
• EUs are deliberately framed as a full sentence
“moral of the story”
– Use sentence stem:
• “Students will understand THAT…”
• EUs require “uncoverage” because they are not
“facts” to the novice, but unobvious inferences
drawn from facts - counter-intuitive & easily
misunderstood
Enduring Understandings
Content
Area
Big Idea
EU
Students will understand
that…
Health
Addictions
addictions are diseases of the
brain.
Bus Ed
Data
society is data driven.
Math
Patterns
mathematics allows us to see
patterns that might have
remained unseen.
Activity – Writing Your
Enduring Understanding
• Remember your Big Idea
• Start with the sentence stem
– Students will understand that…
• Write an EU
From EUs to Essential Questions
• Essential questions –
– are arguable
– recur - and should recur - in professional work,
adult life, as well as in classroom inquiry (K-12)
– raise more questions
– often lead to more discussion of important
conceptual or philosophical issues
Essential Questions
Content
Area
Big Idea
EU
EQ
Students will
understand that…
Health
Addictions
addictions are
diseases of the
brain.
What is an
addiction?
Bus Ed
Data
society is data
driven.
What is data?
Math
Patterns
mathematics
allows us to see
patterns that
might have
remained
unseen.
What is a
pattern?
Knowledge and Skills
Knowledge
Students will know….
• Vocabulary
• Terminology
• Definitions
• Key factual information
• Formulas Critical
details
• Important events and
people
• Sequence and timelines
Skills
Students will be able to….
• Basic Skills
• Communications skills
• Thinking skills
• Research, inquiry,
investigation skills
• Study skills
• Interpersonal, group skills
Mona Lisa Smile
• What did she ask?
• What happened to the thinking in the
room and why?
Mona Lisa Smile
• What did she ask?
– What is art?
• What happened to the thinking in the room
and why?
– It changed the perspective of art among the
students in the room.
– Because her third grade picture of a cow
became “art”, because her mother said it was.
Review of Stage One
• Big Idea
– Perspective
• Enduring Understandings
– What specific insights about big ideas do we want students
to leave with?
– Students will understand that art is subjective.
• Essential Questions
– Frame the teaching and learning, pointing toward key issues
and ideas, and suggest meaningful and provocative inquiry
into content?
– What is art?
Review of Stage One
• Knowledge
– Students will know
• Facts, dates, definitions, timelines, artists,
etc.
• Skills
– Students will be able to
• Identify specific works of art (basic)
• Answer the question “What is art”? (thinking)
• Content Standards
– Delaware Recommended Curriculum for Visual
Art
Break Time
• 5 minutes
• Must stand up and
move for at least 3
minutes
• We will begin
promptly (with or
without you)
Incorporate Technology
• National Education Technology
Standards (NETS)
• DCET Clusters
• LoTi
LoTi Level 0
• Lack of access or
non-use
Seaford School District 2004
LoTi Level 1
• Strictly teacher use
• Teacher may take
students to lab
• Little or no links to
curriculum
Seaford School District 2004
LoTi Level 2
• Technology as a supplement
• The technology is employed
either as extension
activities, enrichment
exercises
• Technology-based tools and
generally reinforces lower
level activities
Seaford School District 2004
LoTi Level 3
• Technology tools are
integrated into activities
that reflect analysis,
synthesis, and evaluation
levels
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Seaford School District 2004
problem-solving
decision-making
reflective thinking
experimentation
scientific inquiry
LoTi Level 4
• Emphasis on student
action and resolving
issues
• Technology-based tools
are integrated in a
routine manner
• Teachers can readily
design and implement
learning experiences that
empower students to
identify and solve
authentic problems
Seaford School District 2004
LoTi Level 5
• Technology access is
extended beyond the
classroom
Seaford School District 2004
LoTi Level 6
• Technology is perceived as a
process, product and/or tool
for students to find solutions
related to an identified
"real-world" problem.
• At this level, there is no
longer a division between
instruction and technology
use in the classroom.
Seaford School District 2004
Tips for Using Technology
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Don’t be afraid to ask for
HELP!
Think differently …step
outside the box!
Be kind to techies!
Have a plan B, C, & D.
Don’t be afraid of students
who know more than you
do!
Practice, Practice,
Practice!
What We Remember
• 95% of what
someone
• 80% of what
experience
• 70% of what
discussed
• 50% of what
AND hear
• 30% of what
• 20% of what
• 10% of what
we teach
we
is
we see
we see
we hear
we read
Additional Resources
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Education with Technology (Tuttle)
Questioning Toolkit
Sample Unit (Science)
Understanding by Design (McTighe)
Our Technology Integration
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Embed Music
Import Templates from Web
Embed Sound Effects/Clip Art
Research on Web
Use of Video Clip
Hyperlinks to Resource Websites
Hyperlinks to E-Mail Addresses
PowerPoint
References
• http://www.impawards.com/2003/posters/mona_lisa_smile_verdvd
.jpg
• http://www.cloquet.k12.mn.us
• http://office.microsoft.com/en-us/clipart/default.aspx
• www.seaford.k12.de.us/it/west/ubd%20loti%202006.ppt
• The Beatles /1962-1966 – EMI Records, Ltd. 1993
• The Beatles/1967-1970 – EMI Records, Ltd. 1993
• Mona Lisa Smile – Columbia Pictures 2004
• DCET
Questions