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Backward mapping allows for students to engage with their learning and have partial control over as it, as they know the targets which they must meet and are assisted by the teacher to get there. Backward mapping produces a "final product... framed in terms of essential questions, which points clearly and explicitly toward a big idea." (Wiggins & McTighe, 2001. p. 19)
By implementing backward mapping within the classroom units, and subsequently lessons, these can be streamlined to ensure all important goals or outcomes can be met. It also ensures that appropriate methods of assessment are included to support learning and comprehension of skills or information.
Music Early Stage 1
Assessment will take place through observation of performance by students.
Students will create their own beat using small hand held drums and then collaborate in pairs to create another beat to share with the class.
Visual Arts Stage 3
"VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world" (Board of Studies NSW, 2006. p. 52).
Visual Arts Stage 3
Students work will be assessed from gathered artefacts on the use of previously learned concepts such as line, shading, lighting and tone.
Students will be able to "think about their artmaking as a kind of social
practice that employs both their own
resources and their understanding of art" and "apply what they have learnt about concepts in
the artworld to their artmaking"
(Board of Studies NSW, 2006. p. 52).
Music Early Stage 1
Students will pick an object from a range provided. For example, several recyclable items might be given. They then must draw its likeness using shading, lighting and line.
"MUES1.2 Creates own rhymes, games, songs and simple musical compositions" (Board of Studies NSW, 2006. p. 54).
Students will be able to "organise sound by creating simple songs,
rhymes, games and compositions" (Board of Studies NSW, 2006. p. 54)
The first stage begins with the consideration of what the teacher wants the students to learn and ultimately be able to do. This includes the ability to transfer knowledge of what is learnt within the class to real world problems.By pinpointing what the aim of learning is within the lesson, and in the end what students should be able to do and understand, a clear picture of content can be made.
Once goals are determined and assessment decided upon, learning experiences can be planned in accordance. These learning activities should be shaped around what teachers want their students to learn and how their students can understand it for themselves.
Backward mapping is designing and implementing a lesson with the intended outcome, assessment, goal or objective as the foundation to every intended pedagogy.
There are 3 stages: Identify desired results, determine acceptable evidence and plan learning experiences and instruction.
(Wiggins & McTighe, 2001. p. 19)
The second stage considers “in advance the assessment evidence needed to document and validate that the targeted learning” (McTighe & Wiggins, 2012). By understanding the ways in which a teacher will collect and assess learning, appropriate lesson activities can be shaped.