Post on 18-Jan-2016
transcript
3 Stages of Backward Design
1. Identify desired results.
2. Determine acceptable evidence.
3. Plan learning experiences & instruction.
Stage 3: Aligning Lessons and Activities to Stages 1 & 2• We must address all the elements
in Stage 1
• We have to prepare students to be successful on the performance tasks (G.R.A.S.P.S.) and other assessment evidence
•Activities and lessons must be meaningful and engaging and address the needs of diverse learners
Best Design Exercise
Think of a really well designed learning experience you have encountered? Focus on the lesson design (the tasks, goals, methods, sequence, resources used, assessments, etc.) – not your interests or the talents of the teacher.
Focus on Design Features
“He made us feel safe.”“I was really interested in
the topic.”“Great group of learners.”
“Wonderful site”
not…
The “BEST” Design
Part I Individual reflection & writing
Part II Share examples w/ group Listen for common elements
Part III Generalize with your group
“The best designs…”
Organize Lessons by W.H.E.R.E.T.O.
W =Where are we headed?
H =How will I “hook” my students?
E =Equip, Experience, and Explore
R = Rethink, Rehearse, Refine and Revise
E =Evaluate their own learning
T = Tailor to Different Needs
O = Organize by days
“W” from the students’ perspective
How will you help students know where they have come from: assess prior knowledge and interests; and where they are headed and why: orient them toward purpose of work, key assignments, performance tasks, and the criteria by which their work will be judged?
H = “hook” the students
How will you hook and hold the student through engaging and thought-provoking experiences (issues, oddities, problems, or challenges) that point toward big ideas, essential questions, and performance tasks?
Hook the student via...
weird facts/anomalies
problems/challenges
issue/controversy
perspectiveshift(s)humor
emotionalconnectio
n Hooks
“E” = experience, explore, and equip
What learning experiences will help students to explore the big ideas and essential questions? What instruction is needed to equip students for their final performance(s)?
“R” = reflect, rethink, revise and refine
How will you cause students to reflect & rethink to dig deeper into the core ideas? How will you guide students in revising and refining their work based on feedback and self-assessment?
Rethinking moves...
shift perspective
play Devil’s advocate
conduct research
argue/debate
examine alternatives
exploreweaknesses Rethink
Encouraging Self Evaluation, Reflection and
Goal Setting
What do you really understand about ___?
What are you most proud of? How could you improve ___? What would you do differently next
time? What grade do you deserve? Why? How does what you’ve learned connect
to previous learnings? … the real world?
Three-Minute Pause
At your table… summarize key points.
add your own thoughts.
pose clarifying questions.
KEY Learning Principles that the students will engage in during the lessons (AMT).Acquire Information
Construct Meaning
Transfer
Acquisition, Meaning Making, or Transfer???
Acquire Information
• Acquisition does not yield understanding; it is necessary
but no sufficient.
Most Common Acquisition Strategies
• Lectures• Demonstrations
• Readings• Show models/exemplars
• Direct instruction
Creating Meaning Making
• Meaning making begins and unfolds not so much with lessons
but with questions and challenges to our current
understandings.
Meaning Making Strategies
• Identifying Similarities and Differences
• Summarizing• Nonlinguistic representations
• Reciprocal teaching• Reflection prompts
• Problem-based learning
Transfer
• How should I apply my prior facts, skills, and ideas effectively
in this particular situation?
• The situation is new and uncharted
Typical Transfer Activities• Complete a product or performance
assessment task that is authentic
• Select and use problem-solving and decision making strategies previously learned in new and unique situations
• Create… design… solve… trouble shoot…
TASK:
•Independently…. Brainstorm the 10 most commonly used instructional strategies in your classroom.
• Write them down on a piece of paper!
Is is A. M. or T????
• Students practice tying their shoes
• Students draw/speak the steps of lace tying
• Students discuss the pros and cons of laces vs. velcro and different methods of tying
• Students teach others to tie rope or ribbons
Now, go back to your list and label them accordingly
• (A) Acquisition• (M) Meaning Making
• (T) Transfer
Do your most commonly used strategies reflect a balance of A, M, and T?
• If not, where do you need to focus?
• Where might you plan to adjust, if anywhere?
Start with a calendar
• It’s best to visualize your unit’s lessons in a calendar format
first.
• After examining Stages 1 and 2, begin jotting notes for key
activities and planned assessments and place them in a
given day.
The critical first three days of the unit
• The first 3 days of a unit are important to set the
expectations and focus for the unit.
• Design the first 3 days to include a “W” and a “H”
Continuing your lesson and activity design• Continue by examining each item in
Stage 1 and design activities that directly relate to that benchmark. For instance… when and how will
students acquire knowledge of key content terminology or specific
skills?• Continue listing activities until you
have included all elements of Stage 1 and 2 on your lesson organizer.
Along the way…
• Review your list to make sure you have a balance of A, M, T activities and that you have incorporated W.H.E.R.E.T.O.