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Backward Design

An overview of Understanding by Design (Wiggins & McTighe, 2005)
by

Jill Flynn

on 31 October 2016

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Transcript of Backward Design

Creating Units: Backward Design
Why "backward"?
The stages are logical but go against teachers' usual habits.
We usually jump to lesson/activity ideas, before clarifying goals for students.
By thinking through assessments up front, we ensure greater alignment of goals and instruction.
Three Stages of Design
1. Identify desired results
KEY: Focus on big ideas
Enduring understandings: What specific insights about big ideas do we want students to leave with?
What essential questions will frame the teaching and learning? (More on this later!)
What should students know and be able to do?
What standards are addressed explicitly by the unit?
2. Determine acceptable evidence
Reliability: snapshot vs. photo album
Sound evidence requires multiple pieces of evidence over time.
Use a variety of assessments.
To include (as many as possible!):
Authentic tasks and projects
Exam questions, prompts, problems
Informal checks for understanding
Student self-assessments
3. Plan learning experiences and instruction
KEY: Make experiences reflective and engaging
Questions to consider
How will the students be hooked?
What opportunities will there be to explore key ideas?
What will provide opportunities to rethink, rehearse, and refine?
How will work be tailored to individual needs, interests, styles?
Full transcript