The concept of backward design encourages teachers to begin with the end goals of the teaching clearly in mind and then mapping out the steps that are needed to get there.
The following chart clearly outlines the backward design action plan:
Backward Design Stages
Action steps to refocus the conversation and re-vision an ELA program.
Stage 1: Identify Desired Results What “enduring” understandings are desired? What should students know, understand, and be able to do?
What is worth understanding?
Stage 2: Determine Acceptable Evidence of Learning How will we know if students have achieved the desired results and met the standards? What will we accept as evidence of student understanding and proficiency?
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
Determine how students demonstrate their knowledge. Focus on assessment before designing the learning activities. Expand the assessment continuum.
Plan instructional activities. Share best practice. Build in collaboration. __Ensure success for all learners.
Backward design is a strategy that will most certainly be included in the protocol for lesson planning at Dream School International. Just as one does not pursue higher education without an end goal in mind, an education at Dream School will be one that is planned from the end goal backwards to create logical steps that will ensure mastery of subjects and learners in reaching that end goal.
Teachers will have the responsibility of creating lessons that explore essential questions and which have an end goal in mind that all students in the class will be able to achieve. They will then be tasked with the job of differentiated instructional methods and materials and adapting lessons to make sure that all students have the tools that they need to reach this goal. Students will be assessed on their abilities to demonstrate their knowledge throughout the course of study instead of just at the end.
In this planning, teaching, and learning process the ‘Six Facets of Understanding will be employed. They are as follows:
explain provide thorough and justifiable accounts of phenomena, facts, and data
interpret — tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models
apply — effectively use and adapt what they know in diverse contexts
have perspective — see and hear points of view through critical eyes and ears; see the big picture
empathize — find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior indirect experience
have self-knowledge — perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard
Deconstructing Backward Design: (sourced from http://www.arps.org/USERS/ms/Coaches/backward%20design%20101.htm)
The concept of backward design encourages teachers to begin with the end goals of the teaching clearly in mind and then mapping out the steps that are needed to get there.
The following chart clearly outlines the backward design action plan:
What “enduring” understandings are desired?
What should students know, understand, and be able to do?
What is worth understanding?
Stage 2: Determine Acceptable
Evidence of Learning
How will we know if students have achieved the desired results and met the standards? What will we accept as evidence of student understanding and proficiency?
Stage 3: Design Learning Experiences
& Instruction
ð
ð
Create a shared vision.
Departmental activities to focus on:
Enduring Understandings
Standards (national, state, district)
Essential Questions
Determine how students demonstrate
their knowledge.
Focus on assessment before designing
the learning activities.
Expand the assessment continuum.
Plan instructional activities.
Share best practice.
Build in collaboration.
__Ensure success for all learners.
Backward design is a strategy that will most certainly be included in the protocol for lesson planning at Dream School International. Just as one does not pursue higher education without an end goal in mind, an education at Dream School will be one that is planned from the end goal backwards to create logical steps that will ensure mastery of subjects and learners in reaching that end goal.
Teachers will have the responsibility of creating lessons that explore essential questions and which have an end goal in mind that all students in the class will be able to achieve. They will then be tasked with the job of differentiated instructional methods and materials and adapting lessons to make sure that all students have the tools that they need to reach this goal. Students will be assessed on their abilities to demonstrate their knowledge throughout the course of study instead of just at the end.
In this planning, teaching, and learning process the ‘Six Facets of Understanding will be employed. They are as follows:
- explain provide thorough and justifiable accounts of phenomena, facts, and data
- interpret — tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models
apply — effectively use and adapt what they know in diverse contexts- have perspective — see and hear points of view through critical eyes and ears; see the big picture
- empathize — find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior indirect experience
- have self-knowledge — perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard
(http://pixel.fhda.edu/id/six_facets.html)