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Backwards Design

Backwards Design. An overview. Rationale for Backwards Design. Gets us away from activity driven units Intellectualizes our work Provides a focus for the teacher Depth vs breadth Uncoverage vs coverage. Why BD for Special Education?. Moves away from focus on discrete skills

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Backwards Design

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  1. Backwards Design An overview

  2. Rationale for Backwards Design • Gets us away from activity driven units • Intellectualizes our work • Provides a focus for the teacher • Depth vs breadth • Uncoveragevs coverage

  3. Why BD for Special Education? • Moves away from focus on discrete skills • High expectations • Accessing the standards • Makes connections (transference)

  4. 3 Stages of Design • 1. Identify learning results • Big ideas----enduring understandings • Essential Questions • Knowledge and skill • 2. Determine acceptable evidence • 3. Plan learning experiences and instruction

  5. Big Ideas • Core ideas (core to the subject) • Umbrella concepts • Not obvious • Not basic (basic implies definitions building block skills) • Example of a basic idea is Offense and Defense. Whereas a core idea is “spreading the defense creates room for offense”

  6. Enduring understandings • Are central and organizing notions • Gives meaning and connection to facts • Arekey ideas in a subject • Have lasting value beyond the classroom • Are embedded in facts, skills, activities • Not necessarily presented to students

  7. An essential question • Is juicy and engaging • Is presented to students to drive the study • Offers a sense of adventure and fun to explore • Short and deliberately framed to provoke and sustain interest • No right/wrong answer • Prompts debate/discussion/provocative • Has personal appeal

  8. 5 criteria to evaluate an essential question • Has no obvious right answer • Raises other important questions • Often addresses the conceptual foundations (or philosophical foundations ) of a discipline • Naturally recurs • Can effectively provoke and sustain student inquiry while also focusing on work and student performances

  9. Knowledge and skills • Knowledge is conceptual • Skills are performance based • What will students need to know (knowledge) and be able to do (skills)?

  10. Friendship • Big Idea: There are different kinds of friends and friendships change over time. • EU: Friendships are not always what they seem or Friendships are an essential part of healthy lifestyles • EQ: Who are my real friends and how do I find out? Or Is the enemy of my friend also my enemy?

  11. Determining acceptable evidence • Understanding reveals itself through different kinds of performances • A variety of assessments are needed

  12. 5 Types of Assessments • Observations/dialogue • Quizzes/tests • Academic prompts (open ended question or problem posed by teacher) • Performance tasks/project (authentic task that mirrors ‘real life’. Tangible product or performance) • Self-reflection

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