Transcript Backward Design Christina Fritz Assessment Manager

Backward Design
Christina Fritz
Assessment Manager
[email protected]
Stephen Covey

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.
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Essential Question
Why are the best curriculums
designed backwards?
 What is good design?
 How does backward design
support effective curriculum
design?

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K-W-L on Backward Design
K
What do
you know
about
backward
design
W
What do
you want
to learn
about
backward
design?
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L
What did
you learn
about
backward
design?
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Moving Forward
1st step:
Awareness of
standards
2nd step:
Placing
standards first
3rd step:
Best practice
Topic/
Theme/
Resources
Teaching/
Learning
Strategies
Assessment
and
Evaluation
Standards
Standards
Topic/
Theme/
Resources
Teaching/
Learning
Strategies
Assessment
and
Evaluation
Standards
Assessment
and
Evaluation
Teaching/
Learning
Strategies
Topic/
Theme/
Resources
Adapted from Karen Greenham, Thames Valley District School Board, Ontario, Canada
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Two Approaches
Assessor
Activity Designer
What would be sufficient &
revealing evidence of
understanding?
What would be interesting &
engaging activities on this
topic?
What performance tasks
must anchor the unit &
focus the instructional
work?
What resources & materials
are available on the topic?
How will I be able to
distinguish between those
who really understand &
those who don’t (but
seem to)?
What will students be doing
in & out of class?
What assignments will be
given?
Two Approaches
Assessor
Against what criteria will I
distinguish work?
What misunderstandings
are likely? How will I check
for these?
Activity Designer
How will I give students a
grade (& justify it to their
parents)?
Did the activities work? Why
or why not?
3 Stages of Backward Design
Stage 1: Identify desired results
Stage 2: Determine acceptable
evidence
Stage 3: Plan learning experiences
and instruction
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3 Stages of Backward Design
Stage 1: Identify desired results
Are the targeted understandings…
 Enduring, based on transferable, big ideas
at the heart of the discipline and in
need of un-coverage.
 Questions that spark connections,
provoke genuine inquiry and
encourage transfer
 Appropriate goals
 Valid knowledge and skills identified
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Stage 1: Key Design Elements
BIG IDEA
TOPIC or
CONTENT
STANDARD
UNDERSTANDING
ESSENTIAL
QUESTION
Big Ideas
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Central and organizing notion
Core idea in a subject
Provides a conceptual lens for
prioritizing content
Serves as an organizer for connecting
important facts, skills, and actions
Transfers to other contexts
Manifests itself in a variety of ways within
disciplines
Requires uncoverage because its an
abstraction
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Transferable Big Ideas samples

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Abundance or
scarcity
Adaptation
Friendship
Communities
Defense or
protection
Courage
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Harmony
Honor
Patterns
Symbol
Technology
Wealth
Evolution
Democracy
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Content Priorities
Worth Being Familiar With
Important to Know and Do
Big Ideas and
Enduring
Understandings
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Statistics Sample
Worth Being Familiar With
History of the bell
curve
Key contributors to
the development of
statistics (Pascal)
Important to Know and Do
Big Ideas and
Enduring
Understandings
Measures of Central
Tendency
Statistical Terminology
Data Displays
Statistical Formulas
Statistics Sample
Worth Being Familiar With
Important to Know and Do
Big Ideas and
Enduring
Understandings
Big Ideas:
Sampling, Correlation,
Patterns, Predictions,
Confidence Interval
Understandings:
Statistical analysis and data
displays reveal patterns
enabling predictions
Statistics can lie as well as
reveal
BREAK
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Essential Questions


Guide the student inquiry and focus
instruction for uncovering the important
ideas of the content
What specifically about the idea or
topic do you want student to come to
understand?
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Essential Questions
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Have no right answer and are meant to be
argued
Designed to provoke & sustain student
inquiry, while focusing learning &
performances
Address the conceptual or philosophical
foundations of a discipline
Raise other important questions
Naturally and appropriately recur
Stimulate vital, ongoing rethinking of big
ideas, assumptions and
prior
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2007lessons
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Sample Essential Questions
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What is a number?
How should we
balance the rights of
individuals with the
common good?
Can microeconomics
inform
macroeconomics?
What can we learn
from the past?
How does art
reflect, as well as
shape, culture?
 How does where we
live influence how
we live?
 What are the limits
of mathematical
representation and
modeling?
 What makes a great
story?
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Tips for Using EQs
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Organize the unit of study around the
questions – make the content answer the
question
Tasks are linked to the question
Make less be more
Share your questions with the faculty to
promote school wide questions
Publish the questions to students and
parents
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Enduring Understandings

Based on transferable big ideas
that give the content meaning and
connect the facts and skills
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Comparing Enduring
Understandings
PROPERLY FRAMED
Students will
understand that…
 In a free-market
economy, price is a
function of supply
and demand
 Statistical analysis &
data display often
reveal patterns that
may not be obvious
IMPROPERLY
FRAMED
Students will understand
that…
 That the price of long
distance calls has
declined over the past
decade
 How to calculate
mean, median and
mode
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Knowledge and Skills
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Discrete objectives that we want students to
know and be able to do
Three kinds:
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Building blocks for the desired understanding
Knowledge and skills stated or implied in the
goals
‘Enabling’ knowledge and skills needed to
perform the complex assessment tasks
identified in stage 2
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Stage 2: Determine acceptable
evidence
Consider the evidence of learning:
 Students exhibit understanding
through authentic performance tasks
 Appropriate criterion-based scoring
tools are used to evaluate student
outcomes
 A variety of assessment formats
 Assessments are used as feedback
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 Students self assess
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Jay McTighe

The primary purpose of
classroom assessment is to
inform teaching and
improving student learning,
not to sort and select
students or to justify a grade
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3 Stages of Backward Design
At Stage 2 there is a departure
from conventional practice.
Instead of moving from target to
teaching ask “What would count
as evidence of successful
teaching?”
Before learning activities are
planned ask “What counts as
evidence of understanding?”
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ALIGNMENT
Stage 1
If the
desired
result is for
the learner
to…
Stage 2
Then, you
need
evidence of
the student’s
ability to…
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So, the
assessments
need to
include
something
like…
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3 Types of Classroom Assessment
DIAGNOSTIC
 FORMATIVE
 SUMMATIVE

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DIAGNOSTIC

Assessment that precedes
instruction, checks students’ prior
knowledge and identifies
misconceptions, interests, and learning
style preferences

Provide information to assist planning and
guide differentiated instruction
 Pretests, student survey, skills check, KW-L
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FORMATIVE

On-going assessments provide
information to guide teaching and
learning for improving learning and
performance

Formal and Informal
 Quiz, oral questioning, observation, draft
work, think aloud, dress rehearsal,
portfolio review
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SUMMATIVE

Culminating assessments are conducted
at the end of a unit, course or grade
level to determine the degree of
mastery or proficiency according to
identified achievement targets

Evaluative in nature resulting in a score or
a grade
 Test, performance task, final exam,
culminating project or performance,
work portfolio
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Assessment Methods
Traditional quizzes
and tests
•Paper and pencil
Worth Being Familiar With
•Selected response
•Constructed
response
Performance tasks
and projects
•Complex
•Open-ended
•Authentic
Important to Know and Do
Big Ideas and
Enduring
Understandings
Collecting Evidence

Effective evidence requires multiple
sources of evidence – a photo album not
a single snapshot
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Performance tasks
Academic prompts
Quiz and test items
Informal checks
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Tips for Effective Scoring
Goals
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Includes the most important traits, given
the purpose of the assessment and the
qualities of effective performance
Score the quality not quantity
Focus on content, substance and effect
rather than on mechanics
Look at the overall result
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Assessor’s Questions


Where should we look and what
should we look for to determine the
extent of student
understanding?
What kind of assessment tasks and
evidence needs will anchor our
curricular units and thus guide our
instruction?
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Assessor’s Questions


Given our account of the facets, what
follows for assessment?
What evidence of in-depth
understanding as opposed of
superficial or naïve understanding?
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Think like an assessor

Where should we look to find
hallmarks of understanding?
Consider the necessary evidence
 Kinds of performance or behavior
indicative of understanding

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Think like an assessor

What should we look for in
determining and distinguishing
degrees of understanding?

Focus on the most salient and revealing
criteria for identifying and differentiating levels
or degrees of understanding using criteria and
rubrics to sort work by quality along a
continuum
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Six Facets of Understanding
Grant Wiggins
Explanation
Interpretation
Application
Perspective
Empathy
Self-Knowledge
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Howard Gardner

Understanding: the capacity
to apply facts, concepts and
skills in the new situations in
appropriate ways.
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Facet 1: Explanation

Provide thorough, supported, and
justifiable accounts of
phenomena, facts, and data
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Facet 2: Interpretation

Tell meaningful stories; offer apt
translations; provide a revealing
historical or personal dimension to
ideas and events; make it
personal or accessible through
images, anecdotes, analogies and
models
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Facet 3: Application

Effectively use and adapt what
we know in diverse contexts
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Facet 4: Perspective
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See and hear points of view through
critical eyes and ears; see the big
picture
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Facet 5: Empathy

Find value in what others might
find odd, alien, or implausible;
perceive sensitively on the basis of
prior direct experience
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Facet 6: Self-Knowledge

Perceive the personal style, prejudices,
projections, and habits of mind that
both shape and impede our own
understanding; we are aware of what
we do not understand and why
understanding is so hard
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Thinking about Understanding…
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Men don’t
understand women
Does anyone here
understand French?
She knows the
answer but does not
understand why it is
correct
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I now understand
that I was mistaken
I didn’t really
understand it until I
had to use it
Although I disagree,
I can understand
the opposition’s
point of view
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Understanding Misconceptions
•
If the student gives a correct
answer to a complex and
demanding question, s/he must
have an in-depth understanding.
•
If the student cannot write an
explanation of his/her views, she
lacks understanding.
•
If the student offers an engaged
and rich response to literature, he
understands that work of literature.
Facet 1:
Explanation
Facet 2:
Interpretation
Understanding Misconceptions
•
Any effective performance with
knowledge indicates understanding
of that knowledge.
•
Any ineffective performance with
knowledge indicates a lack of
understanding of that knowledge.
•
Application means that the student
can correctly answer teacherassigned problems based on what
was taught.
•
Having an opinion equals having
perspective.
•
Perspective implies relativism.
Facet 3:
Applications
Facet 4:
Perspective
Understanding Misconceptions
•
Facet 5:
Empathy
Facet 6: SelfKnowledge
•
•
Empathy is affect,
synonymous with sympathy
or heartfelt rapport.
Empathy requires agreement
with the point of view in
question.
Self-knowledge equal selfcenteredness.
Stage 3: Plan learning
experiences and instruction
Will the students…
 Know where they are going with their learning goals
 Know why the materials are important
 What is required of them
 Be hooked – engaged
 Have opportunities to explore and experience big
ideas and receive instruction to equip them for the required
performances
 Have opportunities to rethink, rehearse, revise and
refine
 Have an opportunity to evaluate their work and reflect
on their learning
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WHERETO
Students know WHERE they’re going, WHY
W
and WHAT is required of them
H HOOKED – engaged in the big idea
E Opportunities to EXPLORE and EXPERIENCE
Opportunities to RETHINK,REHEARSE, and
R
REFINE
E Opportunity to EVALUATE their work
T TAILORED and flexible for all students
ORGANIZED for engagement and
O
effectiveness
Chinese Proverb
I hear, I forget
I See, I remember
I do, I understand
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