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Backward Design

Backward Design. Christina Fritz Assessment Manager fritz_c@aps.edu. Stephen Covey.

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Backward Design

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  1. Backward Design Christina FritzAssessment Managerfritz_c@aps.edu

  2. Stephen 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. RDA/CHF/April 2007

  3. Essential Question • Why are the best curriculums designed backwards? • What is good design? • How does backward design support effective curriculum design? RDA/CHF/April 2007

  4. K-W-L on Backward Design RDA/CHF/April 2007

  5. Standards Assessment and Evaluation Topic/ Theme/ Resources 1st step: Awareness of standards 2nd step: Placing standards first 3rd step: Best practice Topic/ Theme/ Resources Topic/ Theme/ Resources Teaching/ Learning Strategies Teaching/ Learning Strategies Teaching/ Learning Strategies Assessment and Evaluation Assessment and Evaluation Standards Standards Moving Forward Adapted from Karen Greenham, Thames Valley District School Board, Ontario, Canada RDA/CHF/April 2007

  6. Two Approaches

  7. Two Approaches

  8. 3 Stages of Backward Design Stage 1: Identify desired results Stage 2: Determine acceptable evidence Stage 3: Plan learning experiences and instruction RDA/CHF/April 2007

  9. 3 Stages of Backward Design

  10. Stage 1: Identify desired results Are the targeted understandings… • Enduring, based on transferable, big ideas at the heart of the discipline and in need of un-coverage. • Questions that spark connections, provoke genuine inquiry and encourage transfer • Appropriate goals • Valid knowledge and skills identified RDA/CHF/April 2007

  11. Stage 1: Key Design Elements BIG IDEA TOPIC or CONTENT STANDARD UNDERSTANDING ESSENTIAL QUESTION

  12. Big Ideas • Central and organizing notion • Core idea in a subject • Provides a conceptual lens for prioritizing content • Serves as an organizer for connecting important facts, skills, and actions • Transfers to other contexts • Manifests itself in a variety of ways within disciplines • Requires uncoverage because its an abstraction RDA/CHF/April 2007

  13. Abundance or scarcity Adaptation Friendship Communities Defense or protection Courage Harmony Honor Patterns Symbol Technology Wealth Evolution Democracy Transferable Big Ideas - samples RDA/CHF/April 2007

  14. Content Priorities Worth Being Familiar With Important to Know and Do Big Ideas and Enduring Understandings RDA/CHF/April 2007

  15. Worth Being Familiar With Important to Know and Do Big Ideas and Enduring Understandings Statistics Sample History of the bell curve Key contributors to the development of statistics (Pascal) Measures of Central Tendency Statistical Terminology Data Displays Statistical Formulas

  16. Worth Being Familiar With Important to Know and Do Big Ideas and Enduring Understandings Statistics Sample Big Ideas: Sampling, Correlation, Patterns, Predictions, Confidence Interval Understandings: Statistical analysis and data displays reveal patterns enabling predictions Statistics can lie as well as reveal

  17. BREAK RDA/CHF/April 2007

  18. Essential Questions • Guide the student inquiry and focus instruction for uncovering the important ideas of the content • What specifically about the idea or topic do you want student to come to understand? RDA/CHF/April 2007

  19. Essential Questions • Have no right answer and are meant to be argued • Designed to provoke & sustain student inquiry, while focusing learning & performances • Address the conceptual or philosophical foundations of a discipline • Raise other important questions • Naturally and appropriately recur • Stimulate vital, ongoing rethinking of big ideas, assumptions and prior lessons RDA/CHF/April 2007

  20. What is a number? How should we balance the rights of individuals with the common good? Can microeconomics inform macroeconomics? What can we learn from the past? How does art reflect, as well as shape, culture? How does where we live influence how we live? What are the limits of mathematical representation and modeling? What makes a great story? Sample Essential Questions RDA/CHF/April 2007

  21. Tips for Using EQs • Organize the unit of study around the questions – make the content answer the question • Tasks are linked to the question • Make less be more • Share your questions with the faculty to promote school wide questions • Publish the questions to students and parents RDA/CHF/April 2007

  22. Enduring Understandings • Based on transferable big ideas that give the content meaning and connect the facts and skills RDA/CHF/April 2007

  23. PROPERLY FRAMED Students will understand that… In a free-market economy, price is a function of supply and demand Statistical analysis & data display often reveal patterns that may not be obvious IMPROPERLY FRAMED Students will understand that… That the price of long distance calls has declined over the past decade How to calculate mean, median and mode Comparing Enduring Understandings RDA/CHF/April 2007

  24. Knowledge and Skills • Discrete objectives that we want students to know and be able to do • Three kinds: • Building blocks for the desired understanding • Knowledge and skills stated or implied in the goals • ‘Enabling’ knowledge and skills needed to perform the complex assessment tasks identified in stage 2 RDA/CHF/April 2007

  25. Stage 2: Determine acceptable evidence Consider the evidence of learning: • Students exhibit understanding through authentic performance tasks • Appropriate criterion-based scoring tools are used to evaluate student outcomes • A variety of assessment formats • Assessments are used as feedback • Students self assess RDA/CHF/April 2007

  26. Jay McTighe • The primary purpose of classroom assessment is to inform teaching and improving student learning, not to sort and select students or to justify a grade RDA/CHF/April 2007

  27. At Stage 2 there is a departure from conventional practice. Instead of moving from target to teaching ask “What would count as evidence of successful teaching?” Before learning activities are planned ask “What counts as evidence of understanding?” 3 Stages of Backward Design RDA/CHF/April 2007

  28. ALIGNMENT RDA/CHF/April 2007

  29. 3 Types of Classroom Assessment • DIAGNOSTIC • FORMATIVE • SUMMATIVE RDA/CHF/April 2007

  30. DIAGNOSTIC • Assessment that precedes instruction, checks students’ prior knowledge and identifies misconceptions, interests, and learning style preferences • Provide information to assist planning and guide differentiated instruction • Pretests, student survey, skills check, K-W-L RDA/CHF/April 2007

  31. FORMATIVE • On-going assessments provide information to guide teaching and learning for improving learning and performance • Formal and Informal • Quiz, oral questioning, observation, draft work, think aloud, dress rehearsal, portfolio review RDA/CHF/April 2007

  32. SUMMATIVE • Culminating assessments are conducted at the end of a unit, course or grade level to determine the degree of mastery or proficiency according to identified achievement targets • Evaluative in nature resulting in a score or a grade • Test, performance task, final exam, culminating project or performance, work portfolio RDA/CHF/April 2007

  33. Worth Being Familiar With Important to Know and Do Big Ideas and Enduring Understandings Assessment Methods • Traditional quizzes and tests • Paper and pencil • Selected response • Constructed response • Performance tasks and projects • Complex • Open-ended • Authentic

  34. Collecting Evidence • Effective evidence requires multiple sources of evidence – a photo album not a single snapshot • Performance tasks • Academic prompts • Quiz and test items • Informal checks RDA/CHF/April 2007

  35. Tips for Effective Scoring Goals • Includes the most important traits, given the purpose of the assessment and the qualities of effective performance • Score the quality not quantity • Focus on content, substance and effect rather than on mechanics • Look at the overall result RDA/CHF/April 2007

  36. Assessor’s Questions • Where should we look and what should we look for to determine the extent of student understanding? • What kind of assessment tasks and evidence needs will anchor our curricular units and thus guide our instruction? RDA/CHF/April 2007

  37. Assessor’s Questions • Given our account of the facets, what follows for assessment? • What evidence of in-depth understanding as opposed of superficial or naïve understanding? RDA/CHF/April 2007

  38. Think like an assessor • Where should we look to find hallmarks of understanding? • Consider the necessary evidence • Kinds of performance or behavior indicative of understanding RDA/CHF/April 2007

  39. Think like an assessor • What should we look for in determining and distinguishing degrees of understanding? • Focus on the most salient and revealing criteria for identifying and differentiating levels or degrees of understanding using criteria and rubrics to sort work by quality along a continuum RDA/CHF/April 2007

  40. RDA/CHF/April 2007

  41. Six Facets of UnderstandingGrant Wiggins Explanation Interpretation Application Perspective Empathy Self-Knowledge RDA/CHF/April 2007

  42. Howard Gardner • Understanding: the capacity to apply facts, concepts and skills in the new situations in appropriate ways. RDA/CHF/April 2007

  43. Facet 1: Explanation • Provide thorough, supported, and justifiable accounts of phenomena, facts, and data RDA/CHF/April 2007

  44. Facet 2: Interpretation • Tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies and models RDA/CHF/April 2007

  45. Facet 3: Application • Effectively use and adapt what we know in diverse contexts RDA/CHF/April 2007

  46. Facet 4: Perspective • See and hear points of view through critical eyes and ears; see the big picture RDA/CHF/April 2007

  47. Facet 5: Empathy • Find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience RDA/CHF/April 2007

  48. Facet 6: Self-Knowledge • Perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; we are aware of what we do not understand and why understanding is so hard RDA/CHF/April 2007

  49. Men don’t understand women Does anyone here understand French? She knows the answer but does not understand why it is correct I now understand that I was mistaken I didn’t really understand it until I had to use it Although I disagree, I can understand the opposition’s point of view Thinking about Understanding… RDA/CHF/April 2007

  50. Understanding Misconceptions

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