Backward Mapping . . . beginning with the end in mind . . .

1. With Acknowledgement to Angela Byron, Tracy Considine and Maria Sotiropoulous Backward Mapping. . . beginning with the end in mind . . . NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au

2. Where are we heading? “If the ladder is not leaning against the right wall, every step we take gets us to the wrong place faster.”

3. What is backward mapping? A framework used to improve curriculum design in order to develop and deepen students’ understanding.

4. Where did it come from? Jay McTighe & Grant Wiggins “Understanding by Design”

5. Why the backward mapping framework? Without building courses ‘backward’ from key tasks, big ideas and performance standards, there are no clear priorities. Wiggins & McTighe ‘05

6. Why the backward mapping framework? By thinking through the assessment upfront, we ensure greater alignment of our goals and therefore teaching is focused on the desired results.

7. Backward Mapping Framework • Stage 1: Desired Results • Stage 2: Assessment Evidence • Stage 3: Learning Plan

8. Standard(s): Unpack the content, and focus on big ideas Understandings Essential Questions s t a g e 1 Assessment Evidence Performance T ask(s): Other Evidence: Analyse multiple sources of evidence, aligned with Stage 1 s t a g e 2 Plan the learning experiences implied from Stages 1 & 2 Learning Activities s t a g e 3 The “big ideas” of each stage What are the big ideas? Assessment Evidence What’s the evidence? How will we get there?

9. Desired Results

10. nice to know foundational knowledge and skills ‘big ideas’ and core tasks worth exploring in depth Wiggins & McTighe 2005

11. Identifying the BIG IDEAS

12. You’ve got to go below the surface... Concept

13. to uncover the really ‘big ideas.’

14. Assessment Evidence How will we know if students have achieved the desired results and met the syllabus standards? What will we accept as evidence of student understanding and proficiency?

15. Assessment Evidence

16. GRASPS • Goal • Role • Audience • Situation • Performance • Standards

17. Plan learning experiences and instruction • What knowledge will students need to perform effectively? • What activities will be needed to allow students to construct their own learning? • What will need to be taught?

18. E F F E C T I V E E N GAG I NG Learning experiences must be

19. How does this align to our Quality Teaching targets for this project? • Focuses on developing deep knowledge and deep understanding through careful planning of learning experiences • Focuses on deep understanding through consideration early in the process of the anticipated evidence of learning • Focuses on high expectations through designing authentic assessment task with explicit quality criteria negotiated with students

20. Starting your planning

21. Quality Teaching Model • What do we want the students to learn? • Why does this learning matter? • How will they demonstrate their learning? • How well do we expect them to do it?

22. In the words of Covey . . . “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” Stephen R Covey, “The Seven Habits Of Highly Effective People”

23. In conclusion … All I really need to know about curriculum change, I learned from the Story of Noah’s Ark!!!

24. Noah’s lessons …. • Don’t miss the boat! • Don’t forget we’re all in the same boat • Planning is important – it wasn’t raining when Noah built the ark • Don’t listen to critics – just get on with what has to be done • For safety’s sake, travel in pairs (teams) • Build your future on high ground • Speed isn’t always an advantage; after all the snails were on the same ark with the cheetahs.

25. And finally, remember …. The ark was built by amateurs …. the Titanic was built by professionals!