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Planning with the End in Mind

Elements of Backwards Design

Rachel Clark

on 9 April 2013

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Transcript of Planning with the End in Mind

Focus on Global Understanding Content-focused vs. Results-oriented "We cannot say how to teach for understanding or which material and activities to use until we are quite clear about which specific understandings we are after and what such understandings look like in practice." 3 Stages of Backwards Design Identify desired results by stating "big picture" concepts and open-ended essential questions Elements of Backward Design Planning with the End in Mind Backwards design is like planning a vacation Step 1: Identify Desired Results Step 2: Determine Acceptable Evidence Step 3: Plan Learning Experiences Finish the statement: "A year (or more) from now after instruction is over, I want the students to know..." Interpret Perspective Empathize Explain 6 Facets of Learning How do we know learning has occurred? Apply Self-knowledge What do the learning activities look like for the student? WHERETO? Lets students know WHERE the unit is going HOOK ties back to end goal EQUIPS students to understand big picture Provides opportunity for REVISION Allows students to EVALUATE their work TAILORED to different learning needs ORGANIZED to maximize engagement Common Issues Moving Forward Jay McTighe Information worth being familiar Important to know and do Enduring Understanding
Topic: Civil War
Big Ideas:slavery was an economic, political, and moral issue
Understandings: There is rarely a single, obvious cause to a complex historical event. Topic: Civil War
Misunderstanding:The cause of the Civil War was slavery and the good guys won. Essential Questions:
•Is there ever a just war?
•Why would brother kill brother?
•What were the obvious and less obvious causes of the Civil War?
•In what ways are the effects of the Civil War still with us? What elements are we already using?
On which elements would we like more information?
How difficult would it be to implement? Resources Cullatta, R. (2011). http://www.arps.org. Retrieved from http://www.arps.org/users/ms/coaches/backward design 101.htm Wiggins, G. (2005). Why "backward" is best. Retrieved from http://www.ubdexchange.org/resources/backwards.html Authentic education. In (2011). Authentic education. Retrieved from http://www.authenticeducation.org/ubd/ubd.lasso
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