Introduction to Backward Design With an Emphasis on Technology!

1. Introduction toBackward DesignWith an Emphasis onTechnology! Revolutionize Student Understanding!

2. Shannon Timmons Smyrna High School Driver Education Master’s inEducational Technology Brenda Foulk Middletown High School Business Education Master’s inCurriculum & Instruction Introductions timmonsshannon@smyrna.k12.de.us Brenda.foulk@appo.k12.de.us

3. House Keeping • Cell Phones • Restroom Locations • Parking Lot Issues

4. Traditional Method of Teaching March through textbook Topic Lesson (with activities) Unit Test Backward Design Plan assessment first Develop activities Align with Big Idea and Assessment Design Learning Plan Lessons Why “Backward”?

5. Why Backward? • Begin with the end in mind • Not “one size fits all” • A way of thinking as opposed to a model or program • Transferability

6. Why Backward? What do you want your students to remember in….. 4 minutes 4 hours 4 days 4 years 40 years ……from now?

7. 3 Stages of Backward Design Stage 1Desired Results Stage 2Assessment Evidence Stage 3LearningPlan • Big Idea • Goals – State Standards • Enduring Understandings • Essential Questions • Knowledge and Skills • Authentic Transfer Tasks • Other Evidence • Rubrics • Activities

8. Stage One The Big Idea • Come from state standards • Vertical Alignment (K-12) • Connect the dots for learners (transferability) • Core of learning (broad and abstract) • Conceptual anchor • One or two words • Timeless

9. Big Ideas

10. Activity – Your Big Idea Within your content area: • Think of something you are required to cover by state standards • In one or two words, convert that to a Big Idea • Think of nouns, themes, or concepts • How did you do………?

11. Some Questions for Identifying Truly “Big Ideas” • Does it have many layers and nuances, not obvious to the naïve or inexperienced person? • Can it yield great depth and breadth of insight into the subject? Can it be used K-12? • Do you have to dig deep to really understand its subtle meanings and implications even if anyone can have a surface grasp of it? • Are you likely to change your mind about its meaning and importance over a lifetime?

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

13. to uncover the really ‘big ideas.’

14. From Big Ideas to Enduring Understandings • EUs summarize the key meanings, inferences, and importance of the ‘content’ • EUs are deliberately framed as a full sentence “moral of the story” • Use sentence stem: • “Students will understand THAT…” • EUs require “uncoverage” because they are not “facts” to the novice, but unobvious inferences drawn from facts - counter-intuitive & easily misunderstood

15. Enduring Understandings

16. Activity – Writing YourEnduring Understanding • Remember your Big Idea • Start with the sentence stem • Students will understand that… • Write an EU

17. From EUs to Essential Questions • Essential questions – • are arguable • recur - and should recur - in professional work, adult life, as well as in classroom inquiry (K-12) • raise more questions • often lead to more discussion of important conceptual or philosophical issues

18. Essential Questions

19. Knowledge Students will know…. Vocabulary Terminology Definitions Key factual information Formulas Critical details Important events and people Sequence and timelines Skills Students will be able to…. Basic Skills Communications skills Thinking skills Research, inquiry, investigation skills Study skills Interpersonal, group skills Knowledge and Skills

20. Mona Lisa Smile • What did she ask? • What happened to the thinking in the room and why?

21. Mona Lisa Smile • What did she ask? • What is art? • What happened to the thinking in the room and why? • It changed the perspective of art among the students in the room. • Because her third grade picture of a cow became “art”, because her mother said it was.

22. Review of Stage One • Big Idea • Perspective • Enduring Understandings • What specific insights about big ideas do we want students to leave with? • Students will understand that art is subjective. • Essential Questions • Frame the teaching and learning, pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content? • What is art?

23. Review of Stage One • Knowledge • Students will know • Facts, dates, definitions, timelines, artists, etc. • Skills • Students will be able to • Identify specific works of art (basic) • Answer the question “What is art”? (thinking) • Content Standards • Delaware Recommended Curriculum for Visual Art

24. 5 minutes Must stand up and move for at least 3 minutes We will begin promptly (with or without you) Break Time

25. Incorporate Technology • National Education Technology Standards (NETS) • DCET Clusters • LoTi

26. LoTi Level 0 • Lack of access or non-use Seaford School District 2004

27. LoTi Level 1 • Strictly teacher use • Teacher may take students to lab • Little or no links to curriculum Seaford School District 2004

28. Technology as a supplement The technology is employed either as extension activities, enrichment exercises Technology-based tools and generally reinforces lower level activities LoTi Level 2 Seaford School District 2004

29. LoTi Level 3 • Technology tools are integrated into activities that reflect analysis, synthesis, and evaluation levels • problem-solving • decision-making • reflective thinking • experimentation • scientific inquiry Seaford School District 2004

30. LoTi Level 4 • Emphasis on student action and resolving issues • Technology-based tools are integrated in a routine manner • Teachers can readily design and implement learning experiences that empower students to identify and solve authentic problems Seaford School District 2004

31. LoTi Level 5 • Technology access is extended beyond the classroom Seaford School District 2004

32. LoTi Level 6 • Technology is perceived as a process, product and/or tool for students to find solutions related to an identified "real-world" problem. • At this level, there is no longer a division between instruction and technology use in the classroom. Seaford School District 2004

33. Tips for Using Technology • Don’t be afraid to ask for HELP! • Think differently …step outside the box! • Be kind to techies! • Have a plan B, C, & D. • Don’t be afraid of students who know more than you do! • Practice, Practice, Practice!

34. What We Remember • 95% of what we teach someone • 80% of what we experience • 70% of what is discussed • 50% of what we see AND hear • 30% of what we see • 20% of what we hear • 10% of what we read

35. Additional Resources • Education with Technology (Tuttle) • Questioning Toolkit • Sample Unit (Science) • Understanding by Design (McTighe)

36. Our Technology Integration • Embed Music • Import Templates from Web • Embed Sound Effects/Clip Art • Research on Web • Use of Video Clip • Hyperlinks to Resource Websites • Hyperlinks to E-Mail Addresses • PowerPoint

37. References • http://www.impawards.com/2003/posters/mona_lisa_smile_verdvd.jpg • http://www.cloquet.k12.mn.us • http://office.microsoft.com/en-us/clipart/default.aspx • www.seaford.k12.de.us/it/west/ubd%20loti%202006.ppt • The Beatles /1962-1966 – EMI Records, Ltd. 1993 • The Beatles/1967-1970 – EMI Records, Ltd. 1993 • Mona Lisa Smile – Columbia Pictures 2004 • DCET

39. Questions