Programming with Backward Mapping

1. Programming with Backward Mapping Gayle Pinn Greater Kengal Professional Learning Day 6 Feb 204 NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au

2. What do I want them to know?How well do I want them to know it?

3. What is Backward Mapping? • It is known as Backward by Design, Backward Design, Understanding by Design and Backwards Curriculum Design and Learning Design Process. It is one process to design effective curriculum and quality assessment of student learning. • Backwards design (or backward design) was invented by Wiggins and McTighe 1998 • It is a design process that delays the planning of classroom activities until goals have been clarified and assessments designed. • It begins with the end in mind

4. Like engineers, architects, and artists, teachers are, first of all, designers. The textbook may or may not provide an adequate roadmap to meet increasingly significant national, state, and local standards. These standards set measurements for the end results or goals of learning.Backward mapping can be a useful tool to accommodate outcome-based learning. Like the sculptor who chips away everything that is not the sculpture, the teacher using backward mapping has the end product in mind.

5. Programming for English

6. Identify syllabus outcomes and concepts The concept approach deals with the ‘big ideas’ of English. Think of the Englishness- not themes.

7. Identify key ideas, skills or essential questions from syllabus content Ask good questions Promotes transfer of knowledge and skills Use verbs- recognise, share, understand, describes, discuss

8. Plan assessment strategies to gather evidence of learning Decide early in your planning What will your students respond to (read, listen to or view) or compose (writing, speaking, drawing)

9. Determine prior knowledge of concept Suggestions • KWL chart • Write/draw what you know • Quick quiz • Literacy continuum

10. Select texts Choose a variety of texts that will assist in teaching the concepts. Consider the text requirements and Learning Across the Curriculum http://textrequirementsfortheenglishsyllabus.wikispaces.com/

11. Plan and Adjust Differentiation • Content (knowledge, skills and understanding) • Process (Literacy continuum, teaching strategies, modelled, guided, independent) • Product (variety of ways students can demonstrate what they have learned) • Learning environment (physical layout of the space)

12. Evaluation • Assessment tasks • Learning journals • Student surveys

13. What is the process? • Identify desired results. What do I want them to know? 2. Determine acceptable evidence. How well do I want them to know it? 3. Plan learning experiences & instruction.

14. Identify desired results “What should students know, understand, and be able to do?” • What knowledge is most important? • What understandings or skills will endure? • What are the big ideas that have value beyond the classroom? • Is what I am about to teach significant in the discipline? What do I want them to know?

15. What knowledge and skills are important?What do I want them to know? • Enduring understanding ‘Big ideas’, worth understanding 2. Foundational concepts and skills Important to know and do 3. Nice to know Worth being familiar with

16. Framing understandingWhat do I want them to know? Don’t just specify the topic to be taught, but the understandings to be acquired. State the concept or generalisation as a full sentence.

17. Example • What do I want them to know?measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres MA1‑9MG Measure and compare the lengths of pairs of objects using uniform informal units Concept- We need to use the same unit so our measurement is accurate. Question: Why do we need to use the same unit when measuring?

18. Example • What do I want them to know? • Comprehension strategy: Inferring • Readers think about and search the text, and sometimes use personal knowledge to construct meaning beyond what is literally stated. (Cluster 9) • Responds to and interprets texts by discussing the differences between literal and inferred meaning (Cluster 10) Concept: Illustrators use techniques to add meaning to text Question: How do illustrators infer meaning in their drawings?

19. Determine Acceptable EvidenceHow well do I want them to know it? How will we know if students have achieved the desired results and met the standards? What will we accept as evidence of student understanding and proficiency?” Once the destination is clear, the teacher is able to create the best roadmap to get there.

20. Evidence (Assessment) • What do you want the students to produce (write, draw, say, do) • Authentic • Real-life • Use a range of assessment strategies gathered over time

21. Think like an assessor, not an activity designer! • Design assessments before you design lessons and activities. • Be clear about what evidence of learning you seek.

22. Assessments Use verbs design describe match play find select read state recognise estimate draw

23. Design rubrics A rubric is a scoring guide, check list or set of rules that identifies the criteria and the expected standards for a given assessment. They can be designed for all forms of assessment. Developing a marking rubric will assist the teaching staff and the student by explicitly detailing what is expected, the relative weightings for different components, and the standard required for different grades.

24. Plan learning experiences and instruction. Knowledge and skills students need to master Required materials Sequences teaching and learning activities

25. Emphasise on the learning rather than the teaching. If the resources and activities do not achieve the learning- no matter how exciting and interesting they are- then they are poor resources.

26. Linking to the QTF • Identify desired results • Deep knowledge • Knowledge integration • Determine acceptable evidence • Deep understanding • Explicit quality criteria • High expectations • Connectedness • Plan learning experiences and instructions • Problematic knowledge • Higher order thinking • Metalanguage • Substantive communication • Engagement • Social support • Students’ self-regulation • Student direction • Background knowledge • Cultural knowledge • Inclusivity • Narrative

27. Resources • http://edutechwiki.unige.ch/en/Backwards_design • http://www.iearn.org/civics/may2003workshop/Understanding%20by%20Design%20Teaching%20Ellen%20Meier%20CTSC.pdf • http://www.hbe.com.au/UbDIntro.pdf • http://teachingtoday.glencoe.com/howtoarticles/backward-mapping-strategies-for-social-studies-planning • http://www.hbe.com.au/UbDInter.pdf • http://xnet.rrc.mb.ca/glenh/understanding_by_design.htm • http://www.ascd.org/portal/site/ascd/template.chapter/menuitem.5d91564f4fe4548cdeb3ffdb62108a0c/?chapterMgmtId=4188fa36dfcaff00VgnVCM1000003d01a8c0RCRD • A process for planning a unit of learning: English K-6 • Quality Teaching for Quality Learning (McLeod and Reynolds 2007)