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Understanding by Design a.k.a. Backward Design

Understanding by Design a.k.a. Backward Design. An introduction by Ingrid Veilleux. Three Big Questions… . What is your goal? What is your big idea? How will you know they have learned it? What activities will lead you to your goal?. ALIGNMENT. STAGE 1. Essential Questions. PLOs. K. S.

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Understanding by Design a.k.a. Backward Design

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  1. Understanding by Designa.k.a. Backward Design An introduction by Ingrid Veilleux

  2. Three Big Questions… • What is your goal? What is your big idea? • How will you know they have learned it? • What activities will lead you to your goal? ALIGNMENT

  3. STAGE 1 Essential Questions PLOs K S

  4. Why Essential Questions? Essential questions have 2 purposes: • To uncover the content • To go beyond the content (overarching questions) No differentiation.

  5. STAGE 1 – ESSENTIAL QUESTIONS These questions are hooks to engage learners. These questions communicate the purpose to the learners.

  6. Habits of Mind… • Begin with the end in mind • Align goals, assessment, activities • Plan key questions for every unit • Be flexible in choice of activities so long as goals are met

  7. How can we avoid retro-fitting and plan for diversity from the outset? How can planning for diverse learners benefit all?

  8. Discuss with a partner… Which habits of mind are typically most difficult for teacher-candidates to cultivate?

  9. Performance Task Apply skills and knowledge Real world or simulated situation Summative assessment Other Assessment Formative assessment: quizzes, interviews, role-play, etc STAGE 2 - ASSESSMENT

  10. Stage 2 - Assessment Performance Task Design Tool: GRASPS Eg. Driver’s test

  11. Habits of Mind… • ALIGNMENT • Creative process is often messy • End product (unit plan) should be coherent • Teach for and assess transfer via performance tasks

  12. STAGE 3 – LEARNING ACTIVITIES • Powerful teaching strategies • Differentiation • Flexibility WHERETO framework

  13. Learning Activities – Lots of flexibility here - elements of lesson design (Madeleine Hunter) - concept attainment - elements of effective groupwork (Johnson & Johnson) - deep learning, synthesis, connecting, interpreting - dialogue strategies - cooperative learning - drama, music, art - how we learn - memory and attention - etc

  14. Twin sins… • Activity orientation • Textbook coverage

  15. Discuss with a partner… • How is Understanding by Design (or Backward Design) similar and different from other unit planning models?

  16. Bibliography • Wiggins & McTighe (2005). Understanding by Design. ASCD. • Wiggins & McTighe (2004). Understanding by Design: Professional Development Workbook. ASCD. • Tomlinson, Carol Ann and Jay McTighe (2006). Integrating Differentiated Instruction and Understanding by Design. ASCD.

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