Backward+Design


 * Backward Design [[image:backward_girl.jpg width="116" height="178"]] **



﻿Backward Design is a way to plan with the end in mind. This means that planning for the lesson would begin with the goals that are desired. Next, the assessments would be developed. Finally, lesson plans would be created for the desired goals. According to Wikipedia, " The idea is to teach towards those goals, which ensures that the content taught remains focused and organized, promoting a better understanding for students." 

Backward Design involves planning in three stages.

 Stage 1 - Desired Results


 * Established Goals (Content Standards, Objectives, Learning Outcomes)
 * Understandings (Big Ideas, Specific Understandings)
 * Essential Questions (Inquiry questions)
 * Students Will Know (Key knowledge)
 * Students Will Be Able To (Key learning)

Stage 2 - Assessment Evidence
 * Performance Tasks (Authentic performance that demonstrates desired understandings)
 * Other Evidence (Quizzes, Tests, Homework, Observations, Journals, etc.)

Stage 3 - Learning Plan


 * Learning Activities (Learning Experiences and Instruction)
 * W = Help the students know Where the unit is going and What is expected
 * H = Hook all students and Hold their interest
 * E = Equip students, help them Experience the key ideas and Expore the issues
 * R = Provide opportunities to Rethink and Revise
 * E = Allow students to Evaluate their work
 * T = Be Tailored (personalized) to the different needs, interests, and abilities
 * O = Be Organized to maximize inital and sustained engagement as well as effective learning

Backward design is an approach that my district currently uses. For each unit of study, we begin by looking at the standards that will be addressed. Next, we decide on the essential questions for the unit. After that, we create a culminating activity and rubric for the unit. Then, we decide which assessments will be used for the unit. The next step is to create launch activities. Next, we create acquisition lessons. Finally, we add some ideas for extending thinking activities and ways of differentiating the unit.

When implementing this approach, curriculum leaders should consider the standards for each grade level. The standards for each grade level will guide the implementation. Curriculum leaders should also consider the various types of assessments to determine if the students have mastered the content.

__Resources __ ARMS ELA Curriculum Planning: [] Wikipedia Definition: [] Backward Design Template: [] Principles of Backward Design: [] Understanding By Design, 2nd Edition: [] Mandy Ward


 * Additional thoughts on BACKWARD DESIGN (by K. Landa) **


 * The first step to implement the curriculum approach known as "backward design" is to "Identify the Desired Results" (McTighe & Thomas, 2003). They caution against narrowing the curriculum in the challenge to score well on state assessment tests, which would lead to a less than robust educational experience for students. They also posit that the primary goal of teaching is to lead students to understand key concepts and to be able to answer essential questions. This can only be done if the anchors and standards are "unpacked" to uncover a rich curriculum (2003). **


 * McTighe and Thomas's second step is to analyze the data. The data should come from multiple sources to be sure an accurate picture can be obtained. They recommend using performance-based and constructed response assessments as well as the use of portfolios along with state assessment data for accurate results (2003). **


 * Step 3 in this process calls for the curriculum teams to "describe, interpret, and reflect" (2003). The teams should complete this task by asking questions about the data and by writing data summaries. **


 * It is only at this point, when the curriculum team can describe the "root cause" of the present achievement levels of the school, when an action plan can be developed. McTighe and Thomas suggest that many well meaning educators too often start with the action plan before they know the causes of the current education experience of the school (2003). **


 * Personally, I like this plan. It makes sense to me, but to be done with fidelity would require a long term commitment. **


 * Reference: **
 * McTighe, J., & Thomas, R. S. (2003). Backward design for forward action. Educational Leadership, 60(5), 52-55. **


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