Bringing it all together ….

Planning for and Developing Lesson Plans and Units

2

Instructional Cycle

Curriculum

AssessmentInstruction

Assessment

Assessment

Backward Design

Introduction to Backward Design

Traditional Curriculum PlanningThe teachers starts curriculum planning

with interesting activities and textbooksWhat is taught is what is in the textbook.Assumption that the content that is in the

textbook is the content of the standards.The teacher thinks about assessment at

the end of the unit, once the teaching is completed.

5

Traditional Curriculum PlanningOften begins with really interesting

books or activities that we want to teach or are required to cover

Curriculum designed around these books rather than on standards

Assessment is decided upon at the end of the unit (“How am I going to test what I have been teaching?”)

6

Not Effective!!

Why Backward Design?Focuses on assessment first and

instructional activities lastForces teachers to focus on what

students need to know, understand, and be able to do (standards)

Assessments planned up front Everyone (teacher, students, parents)

know ahead of time how the unit will be assessed.

7

What is Backward Design? Backward Design is a process of lesson planning created by Grant Wiggins

and Jay McTighe and introduced in Understanding by Design (1998). This lesson design process concentrates on developing the lesson in a different

order than in traditional lesson planning.

8

TraditionalTopicsActivitiesAssessments

Backward Design THREE STAGESGoals & objectivesAssessmentsActivities

Wiggins, G & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

http://www.ascd.org/publications/books/198199/chapter1.html

Identify desired results.

Determine acceptable evidence.

Plan learning experiences and instruction.

Deconstructing Backward Design

BackwardBegin with the end

in mind.Develop a clear

understanding of where you want to go.

Map out the steps to get you there.

Design(vb) To have

purposes and intentions

(Oxford English Dictionary)

9

Stage 1: Identify Desired ResultsWhat should students know,

understand, and be able to do?Curriculum

10

Stage 2: Determine Acceptable Evidence of LearningHow will we know if the students have

achieved the desired results and met the standards?

What will we accept as evidence of student understanding and proficiency?

Assessment

11

Stage 3: Design Learning ExperiencesPlan instructional activitiesPlan for engaging the studentsInstruction

12

“I always know where I’m going as I teach, because I’ve already been there in my planning process.”-- Stacy Irvin, Middle School Math teacher

13

Standards/What kids are to know, understand, and be able to doCurriculum must be anchored in the

standardsTeachers need to know what they are

expected to teachStudents need to know for what they

will be held accountable Standards are more than covering

content – what do we want the students to do?

14

Assessments:Students demonstrate understanding throughout

the unit, not just at the endAllows students to be assessed in multiple waysCriteria and performance standards are clearly

stated and understood by allUsed to inform instructionAnswers the following questions:

◦How much did the students learn?◦How well did they learn it?◦How well did I teach it?

15

InstructionQuestions to ask when designing:What prior knowledge do students

need to be successful?What instructional strategies will best

help my students achieve mastery?How can I engage my students in the

learning?What resources can I use (more than

my textbook)?16

The first and most important aspect of backward design is to become familiar with the standards for the grade level and subject you are teaching.

17

Sum it UpRead the article, “The Three Stages of

Backward Design”Pull out the main ideas.Summarize the article – each word is

worth $.10 – you can’t spend over $2.00

Put your summary on chart paper and be prepared to share.

Reflection LogHow is backward design different from

traditional methods of curriculum planning?

How will planning using the backward design method help you as you are developing your units of instruction?

Unit Planning(Using Backward Design)

Overview of Unit PlanPutting all the pieces together

Unit PlanRubricAssignment

Backward Design Stage 1: Identify Desired Results

1. Curriculum Map2. List of Standards

Backward Design Stage 2: Determine Acceptable Evidence List of Assessments in Unit

◦Formative◦Summative

Here you will list the assessments; however, you must include a copy of all assessments in the unit.

Questions to ask yourself:What are the standards asking

students to do?What would that look like in student

work?

25

Selected Response / Short Answer

Extended Written Response

Performance Assessment

Knowledge Good match for assessing mastery of elements of knowledge.

Good match for tapping

understanding of relationships among

elements of knowledge.

Not a good match – too time consuming to cover everything.

Reasoning Partial match – good match only for assessing understanding of some patterns of reasoning

Good match – Written descriptions of

complex problem solutions can provide

a window into reasoning proficiency.

Good match – Can watch students solve some problems and

infer reasoning proficiency.

Performance Not a good match – Can assess mastery of the knowledge prerequisites to skillful performance, but cannot rely on these to tap the skill itself.

Good match – Can observe and evaluate

skills as they are being performed.

Products Not a good match – Can assess mastery

of knowledge prerequisite to the

ability to create quality products, but cannot use to assess

the quality of products themselves.

Partial match – strong match when the

product is written. Not a good match when the product is not

written.

Good match – Can assess the attributes of the product itself.

In addition ….You will need to add all formative

assessments to the list. Some assessments you will be able to develop now (tickets out the door, etc). If you add others later, be sure they get added to the list.

Backward Design Stage 3: Plan Learning Experiences & Instruction 1. Launch Activity2. Lesson Plans

Launch ActivitiesActivities designed to “peak” students

interests in what they will be learningLink the unit to real-world knowledge

Don’t have to be long or “cute”.

SB2. Students will analyze how biological traits are passed on to successive generations. (GPS) a. Distinguish between DNA and RNAb. Explain the role of DNA in storing and transmitting cellular information. c. Use Mendel’s Laws, to explain the role of meiosis in reproductive variabilityd. Describe the relationships between changes in DNA and potential appearances of new traits including: Alterations during replication (Insertions, Deletions, Substitutions) and Mutagenic factors that can alter DNA -high energy radiations (x-rays and ultraviolet), Chemicalse. Compare the advantages of sexual and asexual reproduction in different situationsf. Examine the use of DNA technology in forensics, medicine, and agriculture.

Students will complete the “What genes do you have?” activity. The class as a whole will discuss which genes are in their genetic code and which family member they think they inherited the trait from.  Students will watch a Genetics video to visualize what heredity means and how it is related to living organisms. Multiple videos may be shown. Students will have already been taught the Cells Unit which includes the basic knowledge of DNA and RNA. Individuals will be able to link information from the videos to things they already know.

M7D1 Students will pose questions, collect data, represent and analyze the data, and interpret the results.b. Construct frequency distributionsf. Analyze data using appropriate graphs, including pictographs, histograms, bar graphs, line graphs, circle graphs, and line plots introduced earlier, and using box and whisker plots & scatterplots

Hook: Discuss with students how charts/tables and graphs are a way to organize and display data. View the flipchart “Tables and Charts”Complete the activity with the students on the last two pages of the flipchart. Students will then break into pairs to play a game on collecting data and using a chart to their record data. Students will be given flash cards of three different symbols (star, circle, and a square) to use as their data and a tally chart to record their data with. *See attachment- LA   Link: Let students know about them going to start a new unit in

math. Then review the standards, essential questions and big ideas

Lesson PlansLesson plans describe in detail what

and how a teacher intends to teach on a day-to-day basis—the sequence of activities, student grouping, and resources used.

A lesson plan is a teacher's detailed description of the course of instruction for one class. A daily lesson plan is developed by a teacher to guide class instruction.

3 Parts to Lesson Plan1. Curriculum

◦ Standards & Elements◦ Learning Targets/Lesson Goals◦ Essential Questions

2. Assessment◦ Assessments

3. Instruction◦ Opening (20% of lesson)◦ Work Session (60% of lesson)◦ Closing (20% of lesson)

Estimated Time for Lessons

Work Session – 60%- Delivery modes/grouping- Distributed practice/summarizing- Use of graphic or-ganizers- Flexible grouping- Vocabulary- Questioning and Discussion- Technology

Opening – 20%- Activator- Unpacking standards

Closing - 20%- Summarizing activity