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The Process of Backward Design
Transcript of The Process of Backward Design
The Process of Backward Design
Determine Acceptable Evidence:
Instead of thinking about how many quizzes or tests you need to give your students, consider the following guiding questions:
What will be evidence of learning? How will you know that students have mastered the desired results from Stage One?
How will you document and validate
Plan Learning Experiences and Instruction: Plan and sequence learning activities so that you are following a clear path to the goals set forth in Stage One. Strive for maximum engagement, effectiveness, and authenticity.
CHECK AND RE-CHECK
Always check and recheck
all three stages.
WITH THE END
Identify Desired Results:
Instead of thinking about what you want to teach, consider what you specifically want your students to come away from your lesson/unit KNOWING, UNDERSTANDING, & BEING ABLE TO DO.
Why does it work?
What makes Backward Design such a good fit for alternative education and at-risk high school students?
Relevance & Real-World Applications!
Backward Design works with at-risk high school students because they need results and Backward Design is results-oriented. Beginning with the end in mind answers the perennial question: Why do I have to learn this?
Benefits & Challenges
Benefits: It works! It makes sense! It is goal oriented! A lesson plan written in the UbD Backward Design template is user and reader friendly to teachers and students alike.
Challenges: It requires a re-routing of mindset for many traditional teachers & students.
Applicable for Web-Based Instruction
Backward Design is applicable for designing web-based instruction, because web-based instructional models must begin with the end in mind.
Is Backward Design in line with the 4 Fundamentals?
The four fundamental components suggested by Morrison, Ross, Kalman & Kemp (2006) of Learners, Objectives, Methods, and Evaluation run parallel to Backward Design's fundamental components, which are to identify desired results, determine acceptable evidence, and design activities--and both models stress the importance of alignment between all components in the same manner.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (5th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
McTighe, J. and Wiggins, G. (2004). Understanding by design professional development workbook. Alexandria, Virginia: ASCD.