Moonwalking : The Backward Planning Model – Innovating old School Lesson Planning

1. Moonwalking: The Backward Planning Model – Innovating old School Lesson Planning Presented by Kenneth Hawkins to the Hillsborough County Public Schools

2. Moonwalking and Backward Planning • Michael Jackson made famous the “moonwalk” in the 80s because it was different • It was different because it was antithetical to how we behave, how we walk • That’s what captured our interest – how different it was • And just like that, Mike captured our interest. That’s what he wanted. That was his goal. • Thus, he did something related to his goal and not yet another dance that accompanied his song.

3. Preview of Knowledge • http://www.surveymonkey.com/MySurvey_Responses.aspx?sm=P07mPQ4tJKy1yW1c5fD3cYW9zdslPB75iPJPSnTNxCw%3d

4. What do the professionals say about Backward Planning? “Backwards planning calls for educators to begin with a nominal list of essential questions all students must answer by the end of the unit. With this clear end in mind, teachers then design the assessments of those understandings, followed by carefully crafted lessons to achieve this set of objectives.” (source:http://utaedleadership.wikispaces.com/file/view/Module+4+Reading+2+-+Integration+of+Backwards+Planning.pdf)

5. More about what they say • Why Backward Design? • Backward design is a process that focuses on assessment first and instructional activities last.  It shifts teacher perspectives. Traditional curriculum design often begins with really interesting books or activities we want to teach or are required to cover. We then design a curriculum, often on the go and then decide on some type of assessment at the end.  Backward design forces teachers to look at the big picture with the end goals in mind. (source: http://www.arps.org/users/ms/coaches/backward%20design%20101.htm)

6. A Little more about Backward Planning • The process occurs in three steps

7. The First Step • We’re going to sort of chunk this out, so be prepared to put each step in your own words. • Identify Desired Results • What “enduring” understandings are desired? • What should students know, understand, and be able to do? • What is worth understanding?

8. You Say It

9. Second Step • Determine Acceptable Evidence of Learning • 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?

10. You Say It

11. Third Step Design Learning Experiences & Instruction: learning activities, assignments, group discussion, etc.

12. Who can use it? • That’s the beauty, everyone can implement backward planning, from pre-K teachers to professors who teach graduate students. • You can use backward planning in your own life: from getting a house to buying a car. What are you trying to buy, what’s the purpose, and how can this purchase improve your life • So, enrolling in this three-day course, can assist participants in a holistic way.

13. Does our District Promote Backward Planning? • In fact, Jamalya Jackson, Director of Professional Development and Teacher Induction, and Shannon Bogle, Teacher Training, wrote in the county’s teacher induction program that the first thing that ought to be considered in planning is to use the backward planning template. (source: http://mentor.mysdhc.org/teacher/crothers/Class_Documents/tip.pdf

14. Template for Backward Planning • http://www5.esc13.net/schoolsupport-hs/docs/Strand3/Keynote-Understanding%20By%20Design-J.%20McTighe.pdf p. 5

15. Activity • Directions: 1. Everyone will get a toy 2. When I say “Go,” you will look for the toy’s match, which has been placed in a Target bag in the back of the room. 3. Every toy has a letter on it somewhere. Your match must have that same letter. Before heading off to the bag, you will need to leave your toy at your table. 3. Questions? 4. Winners see me after my presentation for a gift bag. 5. You have 20 seconds to get your matching toy and return to your seat. GO!

16. Three Day Program • Divide the three parts over the same number of days • Each one will follow an activity related to the section being covered • Participants will receive in-service hours • Classes may be taught in small group settings (PLCs) or as a school training

17. Reflection • Just to be clear on what we talked about: • The most important thing to know about backward planning is that we should start with the end in mind • As a reward, you may have a cookie. • The cookie itself symbolizes, in this case, backward planning because most of us only eat it to enjoy the cream. Many of us start with the inside first, as a matter of fact, because they realize that’s where the prize is – starting with the end in mind. • When you think about planning, think about the cookie here – how can you keep focus on the goal because everything else, while still important, is essentially the shell to the goal

18. BTW: You’ve Been Backward Planned • Goal: Sell the concept of backward planning and demonstrate how it is the best tool to use as a teacher • Assessment: Questioning process • Activity: Search for the matching toy

19. Conclusive Remarks • Think about the cookie • Big Picture FIRST • To use our product and services, contact Kenneth Hawkins at kenneth.hawkins@sdhc.k12.fl.us

20. Evaluation • To complete your follow-up survey on this presenter, please go to surveymonkey: http://www.surveymonkey.com/s/CKCBPKJ

21. Follow Up • When the presentation ends, I will collect the cards with which you should have printed your email on • I will follow up with remarks and answers you may have after reflecting.

22. Where can you find this Package • You may find the powerpoint and other resources at my website: http://robinsonhs.mysdhc.org/teacher/3731hawkins/ Select “For Teachers” An agenda is part of the powerpoint online, too.

23. For Further Reading • Read AN INTEGRATION OF “BACKWARDS PLANNING” UNIT DESIGN WITH THE "TWO-STEP" LESSON PLANNING FRAMEWORK. • http://utaedleadership.wikispaces.com/file/view/Module+4+Reading+2+-+Integration+of+Backwards+Planning.pdf