Backward Design Project EDST 3550 - Assessment Lauren ...

Lauren Huntington Backward Design Project !1

Backward Design Project

EDST 3550 - Assessment

Lauren Huntington

University of Wyoming


Section I:

This design will be focusing on a unit on cells for a middle school (8th grade) Life Science

class. The unit will include three major lessons: Cell Theory and History, Cell Structure and

Function, and Cell Division, and will span over a course of 12-15 days. The class roster is as

follows:

Student IEP/504 ESL ELL

Dennis Reynolds

Charlie Day IEP: Needs writing aid; Instructions slowly read out loud and repeated as necessary. Extra time to work on assignments

Jose Martinez Spanish speaking at home; speaks English well, struggles with writing English

Talia Markovich Russian speaking, learning to read, write, and speak English

Monica Gellar

Rachel Green

Phoebe Bouffet IEP: ADHD: Needs occasional redirection, less distraction, kinesthetic, artistic

Chandler Bing

Joey Tribiani

Student


The Next Generation Science Standards being addressed in this unit are:

MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells;

either one cell or many different numbers and types of cells.

MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts

of cells contribute to the function.

MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting

subsystems composed of groups of cells.

As a result of the first lesson on Cell Theory and history, my students will meet these

objectives:

1. Students will be able to recognize who developed the first microscope and explain the impact

that this invention had on scientific discovery.

2. Students will demonstrate an understanding of the components of the cell theory and how

scientific theories are generated.

For my second lesson on Cell Structure and Function my students will meet the following

objectives:

3. Students will be able to describe the differences between eukaryotic and prokaryotic cells and

explain what types of organisms are eukaryotes and prokaryotes.

4. Students will model an understanding of cellular organelles and their functions in both plant

cells and animal cells and be able to differentiate plant and animal cells.

Liz Lemon IEP: Simplify and clarify instructions. More time may be needed.

IEP/504 ESL ELLStudent


My third lesson will focus on cell observation and microscope function. The objectives my

students will meet are as follows:

5. Students will be able to identify plant and animal cells under a microscope, and recognize

that multicellular organisms are made up of different types of cells with specialized

functions.

6. Students will be able to demonstrate correct microscope operation, and be able to describe

what is seen with the microscope.

The overarching outcomes desired from this unit include students providing evidence of

knowledge gained in the subjects of cell theory, scientific method, microscopy, and cell structure

and function by using writing skills, presentation skills, and creativity.

As a result of this unit, students will understand that all living things are made of cells and

that there are multi-cellular and single celled organisms. Students will also understand that cells

have components called organelles, and each organelle has a specific job to carry out in order for

the cell to function. I would also like students to recognize that multicellular organisms are

composed of different types of cells, each with specialized functions. Another understanding will

be the true nature of science, and that scientific theories require thorough testing, research, and

review. Theories are also based upon a body of knowledge that has been compiled by many

individuals, not just the work of one.

The essential questions for this unit include:

1. What constitutes a living organism?

2. What is the cell theory and who developed it?

3. What are prokaryotes and eukaryotes?


4. What are the organelles within a cell and what do they do?

5. How are plant and animals cells similar and how are they different?

Section II:

In order to assess the outcomes of each lesson in this unit, I developed a tic-tac-toe. Students

are asked to choose a performance task from each column in the tic-tac-toe during this unit. This

means one task per lesson from each column. The tic-tac-toe looks like this:

Students will be assigned to teams of 2-3 members to work with during the duration of this

unit. They will then be asked to choose one performance task per lesson, but cannot choose from

the same category twice. For example, to demonstrate knowledge about cell theory a student or

group of students may choose to create a PowerPoint presentation in which they will present to

the class. During the cell structure/function lesson, that same group can either choose to do a task

from the “artistic” column or the “writing” column. If they choose to do a brochure on the

structure and function of the plant and animal cell, they will then be left to do one of the three

writing tasks for the last lesson. The free spot is for the students to choose perhaps a different

way to present their understanding of the material.

Keeping in mind the students with different readiness levels, needs, and abilities some

adjustments to the tic-tac-toe approach can be made to accommodate them. For Charlie, who

needs an aid to assist with writing, and extra time to work on assignments, he will be able to

WRITING PRESENTING ARTISTIC

Essay/Lab Report PowerPoint Collage/Poster

Newspaper Page FREE 3D Model

Skit/Script Video Brochure


choose one of two paths: either work with his aid to complete any of the three tasks in the tic-tac-

toe from any of the columns, or work in a team where I will place him with a student who has

advanced writing abilities, and patience to guide Charlie through the projects. Since Jose also

struggles with writing do to being ESL, he will also be carefully placed in a team where he can

learn from the writing skills of the other members, and contribute his understanding of the

content in other ways. For example, if the team chooses to do a lab report for the writing task,

Jose can do the drawings. As an ELL student, the best thing for Talia is to emerge her into a

team, and keep expectations high for her. Once her team chooses a task, I will meet with her

individually to modify the instructions and simplify them the best I can to vocabulary she

understands. She will be allowed to use books and research on the internet to fully grasp any

concepts that her team is exploring. Team work is a helpful tool for Talia to continue to learn the

English language. Phoebe will be encouraged to use her artistic abilities to enhance the

performance of her team. Phoebe’s team will be given the option to work in a quieter space, to

allow Phoebe to stay focused. Too much stimulation will distract her, which will lead to a

distraction for her team. Phoebe will be placed in a team that will lean towards the more creative

and active performance tasks like the skit and the video. Being an active participant and using

creativity helps Phoebe understand the content. Liz works well in a cooperative environment.

She may ask her teammates for clarification on instructions, so she will be carefully placed in a

team with more advanced abilities. She is eager to learn and to help, so as long as she is with

students who push her to participate, she will not need any accommodations.

Each performance task will be judged by me out of a total of 50 points, meaning the unit is

worth 150 points. Each student will be assessed individually. This means a lot of observation on


my part while each team works on their performance task to assess each students participation

and contribution. If a student chooses not to participate or help the team, that individual’s score

will suffer and the other students who worked hard will receive the scores that they deserve.

Rubrics for each of the eight performance tasks have been created to assess student

understanding and clarify expectations. The rubrics will accompany the instructions that students

will receive for each performance task. Teams will also be issued team-assessment rubrics to

allow them to do peer assessment after each performance task and allow me to make any

adjustments to teams that may not be working.

Section III:

The instructions and rubrics are as follows:

Writing Tasks:

Essay/Lab Report

Instructions: Depending on the lesson, your team will be either writing a descriptive essay, or

a scientific lab report. A lab report will only accompany the microscope/cell lab. An essay will

accompany cell theory and the scientists involved, or the structure and function of the cell. These

essays can be as straight forward or as creative as you want. You are welcome to write a cell

theory essay from the view point of one of the scientists, for example, or perhaps a time traveler.

A cell structure and function essay can be written as an analogy (for example, the cell is like a

factory and this is what all the parts represent …), or as a straight forward description about the

cell and its function. The essay or report must be typed.

Rubric:


Newspaper Page

Instructions: In this task, your team will design the front page of a newspaper. The page must

include at least 2 photos, and at least three short news articles. Your newspaper must also have a

Essay/Lab Report Criteria

Below Basic0-2

Basic3-5

Proficient6-8

Highly Proficient9-10

Participation Student chose not to participate or chose to participate very little in helping the team complete the task.

Student contributed little to the task as a team member. Student needed to be asked to contribute by other team members.

Student was a valued and productive member of the team. Student had to be reminded to participate, though.

Student was an active participant in helping the team complete the task. Student was productive and was a valued team member.

Writing Task The essay does not address any of the writing task.

The essay leaves out many parts of the writing task. More effort needed.

The essay/report thoroughly addresses most parts of the writing task.

The essay insightfully addresses all parts of the writing task.

Grammar Contains many serious errors that interfere with understanding the content.

Demonstrates little understanding of grammar, spelling, punctuation, sentence structure, but content is there.

Contains few errors in spelling, punctuation, grammar, and structure. Content is clear.

Contains little to no errors in spelling, punctuation, grammar, and sentence structure. Content is very clear.

Information/Content

Essay does not demonstrate an understanding of the content.

Essay demonstrates a vague understanding of the content. Some information is left out.

Essay demonstrates an adequate understanding of the material. Most information is covered thoroughly.

Essay demonstrates an advanced and clear understanding of the content. All information is provided and insightful.

Organization and Focus

Lacks organization and structure. Essay is difficult to follow.

Structure and organization appears inconsistent. Lacks transitions.

Maintains mostly logical structure and and organization. Contains some transitions.

Maintains a logical and seamless organization structure. Contains effective transitions between ideas.

Total


title (for example, The Cell Weekly). Make sure each story has a headline, and a subhead, and

each photo is accompanied by a cutline (the description underneath the photo). You are more

than welcome to research newspapers online, or bring in newspapers from home as a reference to

how you want your page to look. You can use any program you would like. You can use Word,

Pages, Indesign, or any other program you might be familiar with.

Rubric:

Newspaper Page criteria

Below Basic0-2

Basic3-5

Proficient6-8






Writing Task The project does not address any of the writing task.

The project leaves out many parts of the writing task. More effort needed.

The project thoroughly addresses most parts of the writing task.

The project insightfully addresses all parts of the writing task.

Grammar Contains many serious errors that interfere with understanding the content.

Articles demonstrate little understanding of grammar, spelling, punctuation, sentence structure, but content is there.

Articles contain few errors in spelling, punctuation, grammar, and structure. Content is clear.

Articles contain little to no errors in spelling, punctuation, grammar, and sentence structure. Content is very clear.

Information/Content

Page does not demonstrate an understanding of the content.

Project demonstrates a vague understanding of the content. Some information is left out.

Project demonstrates an adequate understanding of the material. Most information is covered thoroughly.

Project demonstrates an advanced and clear understanding of the content. All information is provided and insightful.



Skit/Script

Instructions: Your team will develop and type a script for a short skit that will be performed.

The script must be written clearly using informative content, proper grammar and punctuation,

and creativity.

Rubric:

Creativity/Visual The project does not represent a newspaper page. No photos are present, content is not organized on the page.

Little effort was demonstrated in creating a newspaper page. Project vaguely represents a news page. Only one photo was used.

News page is mostly organized, and creative. It contains most of the components including a title, headlines, subheads, and cutlines. Two or less photos are present, and three articles are present. The content is mostly clear.

News page is organized, and creative. It has all the components including a title, headlines, subheads, and cutlines. At least two photos, and three articles are present. The content is organized and clear.

Total

Below Basic0-2

Basic3-5

Proficient6-8



Below Basic0-3

Below Basic0-3

Basic4-6

Proficient7-8






Writing Task The project does not address any of the writing task.

The project leaves out many parts of the writing task. More effort needed.

The project thoroughly addresses most parts of the writing task.

The project insightfully addresses all parts of the writing task.

Below Basic0-3


Presenting Tasks

PowerPoint

Instructions: Your team will develop a PowerPoint presentation using a minimum of 10

slides. The slides should include photos and text to present the content and be visually nice to

look at. Your team will be asked to present the PowerPoint, and every member should participate

in the presentation.

Grammar Script contains many serious errors that interfere with understanding the content.

Script demonstrate little understanding of grammar, spelling, punctuation, sentence structure, but content is there.

Script contains few errors in spelling, punctuation, grammar, and structure. Content is clear.

Script contains little to no errors in spelling, punctuation, grammar, and sentence structure. Content is very clear.

Information/Content

Project does not demonstrate an understanding of the content.

Project demonstrates a vague understanding of the content. Some information is left out.

Project demonstrates an adequate understanding of the material. Most information is covered thoroughly.

Project demonstrates an advanced and clear understanding of the content. All information is provided and insightful.

Creativity/Performance

Project lacks creativity, students choose not to perform.

Little effort was demonstrated in the development of the script. Performance was lacking.

Effort was demonstrated in writing the script. The concept was creative. Performance was entertaining, but more effort and rehearsal desired.

Effort was demonstrated in the script and the concept was highly creative. The performance was rehearsed, clear, and highly entertaining.

Total

Below Basic0-3

Basic4-6

Proficient7-8


Below Basic0-3


Rubric:

PowerPoint Criteria

Basic4-6

Basic4-6

Proficient7-8






Presentation Task The project does not address any points of the presentation task.

The presentation leaves out many points. More effort needed.

The PowerPoint thoroughly addresses most parts of the presentation task.

The PowerPoint insightfully addresses all parts of the presentation task.

Information/Content

Project does not demonstrate an understanding of the content, nor does it provide any accurate supporting materials.

Many major points are missing and information present is not supported. Less than 10 slides are provided.Presentation demonstrates a vague understanding of the content. Some important information is left out.

Most major points are presented with some support. The PowerPoint has 10 slides.Presentation demonstrates an adequate understanding of the material. Most important information is covered thoroughly.

Major points are presented and supported. The PowerPoint has more than 10 slides.Presentation demonstrates an advanced and clear understanding of the content. All important information is provided and insightful.

Delivery/Clarity Content is not clear. No preparation is apparent. Student chose not to present.

Presentation is read directly from the slides with little original comment. Content is mostly clear.

Presentation is mostly clear and organized. Slides provide prompts for some original narration. Some of the presentation read directly from slides.

Students speak clearly and in an organized manner. Slides provide prompts for the presentation, and narration is original.

PowerPoint Criteria


Video

Instructions: Your team will use a camera and video editing software to create a creative

video to demonstrate the information. The video can be done anyway your team sees fit. You are

welcome to do the video as a news broadcast, a reenactment, a documentary … the list of options

is endless. Use your imaginations. The video needs to be at least 5 minutes long, and no longer

than 10. You are welcome to use any editing software available to you. Camera’s are available

for checkout through me, or you can use your own. The video will be viewed by the class.

Rubric:

Organization/Visuals

No sequence of information and audience cannot follow presentation. The slides are plain with no photos. Text is difficult to read and understand.

Information jumps around and the audience has difficulty following the presentation. The slides are plain with few to no photos. Text is hard to read.

Information is presented in a mostly logical sequence in which the audience was able to follow. The slides are clean with legible text and photos, but could be improved.

Information is presented in a logical, interesting sequence in which the audience can follow. The slides are visually appealing with legible text and photos.

Total

Basic4-6

Basic4-6

Proficient7-8


PowerPoint Criteria

Video Criteria Below Basic0-3

Basic4-6

Proficient7-8






Presentation Task The video does not address any points of the presentation task.

The video leaves out many points. More effort needed.

The video thoroughly addresses most parts of the presentation task.

The video insightfully addresses all parts of the presentation task.

Video Criteria


Artistic Tasks

Collage/Poster

Instructions: Your team will develop a visual representation of the content by creating a

poster or a collage. The poster should be no smaller than a poster board, and should contain

Information/Content

Project does not demonstrate an understanding of the content, nor does it provide any accurate supporting materials.

Many major points are missing and information present is not supported. The video is fewer than five minutes and demonstrates a vague understanding of the content. Some important information is left out.

Most major points are presented with some support. The video is at least five minutes.Video demonstrates an adequate understanding of the material. Most important information is covered thoroughly.

Major points are presented and supported. The video is between 5 and 10 minutes.Video demonstrates an advanced and clear understanding of the content. All important information is provided and insightful.

Delivery/Clarity Content is not clear. No preparation is apparent. Video is not completed.

Content is somewhat clear, but jumps all over the place. Video dialogue is hard to understand. More preparation needed.

Content is mostly clear and organized and the audience is mostly able to follow along with the video. Dialogue is mostly understandable throughout.

The content is clear, organized, and the video is easy to follow. The dialogue is understandable throughout.

Creativity/Quality Video lacks creativity and effort. The quality of the video was lacking and difficult to watch.

Little creative effort was demonstrated in the development of the video. The video quality could be improved. Editing was not coherent and camera work was shaky.

Creative effort was demonstrated in the creation of the video. The concept was creative and entertaining. Quality could have been improved in the areas of camera operation and editing.

The concept in the video was highly creative. The performance was rehearsed, clear, and highly entertaining. The camera work and editing was high quality and easy to watch.

Total

Below Basic0-3

Basic4-6

Proficient7-8


Video Criteria


words, photos, drawings, or whatever else your team thinks is a quality representation of the

material. Be creative, and make it visually stimulating, but not too busy. We want to enjoy

looking at it.

Poster/Collage Criteria

Below Basic0-3

Basic4-6

Proficient7-8






Artistic Task The poster does not address any points of the artistic task.

The poster leaves out many points. More effort needed.

The poster thoroughly addresses most parts of the artistic task.

The poster insightfully addresses all parts of the artistic task.

Information/Content

Poster does not demonstrate an understanding of the content.

Poster demonstrates a vague understanding of the content. Some important information is left out.

Project demonstrates an adequate understanding of the material. Most important information is covered thoroughly.

Project demonstrates an advanced and clear understanding of the content. All important information is provided and insightful.

Creativity/Visual The poster is sloppy and plain. It lacks creativity, color, and photos.

Little creative effort was demonstrated in the development of the poster. The quality is lacking, and it is not visually appealing. Few photos/drawings were used.

Creative effort was demonstrated in the creation of the poster. It is colorful and appealing to look at, although a bit too busy. Photos/drawings are adequately represented along with quality text.

The poster is highly creative. The information is vibrant, clear, and highly appealing. The photos/drawings flow together along with high quality text.



3D Model

Instructions: Your team will develop a 3 dimensional representation of the material. You are

welcome to use anything you find in the classroom or at home. You can use clay, card board,

styrofoam, paper, legos, and even food … just to name a few. The options really are endless. Be

creative and use your imaginations! The model must also be accompanied with a written

description of what it represents.

Rubric:

Organization The poster is sloppy and the information is not organized or coherent.

The poster is lacking organization skills and the information is there, but all over the place.

The poster is organized, and the content is mostly sequenced and easy to follow.

The poster is highly organized and the content is sequenced and easy to follow.

Total

Below Basic0-3

Basic4-6

Proficient7-8



3D Model Criteria Below Basic0-3

Basic4-6

Proficient7-8






Artistic Task The model does not address any points of the artistic task.

The model leaves off many points. More effort needed.

The model thoroughly addresses most parts of the artistic task.

The model insightfully addresses all parts of the artistic task.

3D Model Criteria


Brochure

Instructions: Your team will develop and informational brochure about the content. The

brochure will be a trifold, and content must be present on each of the brochures pages front and

back. Microsoft Word, or Pages provide templates for brochures. Make sure to make them

visually appealing, and accompany words with photos. Make it look like a professional brochure

you might pick up at a museum or something. Again, be creative and use your imaginations!

Also, don’t make them TOO busy with TOO much information. Make sure it flows, and is

something we want to continue reading and not put down after the first page.

Rubric:

Content The model does not demonstrate an understanding of the content.

The model demonstrates a vague understanding of the content. Some important aspects are left out.

The model demonstrates an adequate understanding of the material. Most important aspects are represented thoroughly.

The model demonstrates an advanced and clear understanding of the content. All important aspects are represented and insightful.

Written description The model is not accompanied by a written description.

The model is accompanied by a vague description about what it represents. The description has many grammatical and mechanical errors.

The model is accompanied by a mostly detailed description about what it represents. The description has a few grammatical and mechanical errors.

The model is accompanied by a detailed description about what it represents. The description have very few or no grammatical and mechanical errors.

Creativity The model lacks in creativity, and is difficult to make out what it represents.

The model is somewhat creative, but the clarity of the model is lacking.

The model is creative, and mostly clear as to what is represented.

The model is highly creative, and very clear as to what it represents.

Total

Below Basic0-3

Basic4-6

Proficient7-8


3D Model Criteria


Brochure Criteria Below Basic0-3

Basic4-6

Proficient7-8






Artistic Task The brochure does not address any points of the artistic task.

The brochure leaves off many points. More effort needed.

The brochure thoroughly addresses most parts of the artistic task.

The brochure insightfully addresses all parts of the artistic task.

Information/Content

Brochure does not demonstrate an understanding of the content.

Brochure demonstrates a vague understanding of the content. Some important information is left out.

Brochure demonstrates an adequate understanding of the material. Most important information is covered thoroughly.

Brochure demonstrates an advanced and clear understanding of the content. All important information is provided and insightful.

Creativity/Visual The brochure is sloppy and plain. It lacks creativity, color, and photos.

Little creative effort was demonstrated in the development of the brochyre. The quality is lacking, and it is not visually appealing. Few photos were used.

Creative effort was demonstrated in the creation of the brochure. It is colorful and appealing to look at, although a bit too busy. Photos are adequately represented along with quality text.

The brochure is highly creative. The information is vibrant, clear, and highly appealing. The photos flow together along with high quality text.

Brochure Criteria


The students will also be issued peer review rubrics after each task to evaluate their team

members. This gives me a better understanding about which group dynamics are working, and

which are not, as well as which students are really putting in the effort. Students will evaluate

their peers on participation, team goals, and cooperation on a scale of one to five. The peer

review rubrics look like this:

Peer Evaluation Rubric

Evaluators name:

Team member being evaluated:

Organization The brochure is sloppy and the information is not organized or coherent. Some spaces in the brochure are left blank.

The brochure is lacking organization skills and the information is there, but all over the place and not sequential. Some spaces are blank, or lacking content.

The brochure is organized, and the content is mostly sequenced and easy to follow. All spaces in the brochure are filled with content.

The brochure is highly organized and the content is sequenced and easy to follow. All spaces are filled with content, and it flows nicely.

Total

Below Basic0-3

Basic4-6

Proficient7-8


Brochure Criteria

Student consistently participates in group work

5 4 3 2 1

Student consistently works toward team goals

5 4 3 2 1

Student interacts well within the group and respects other group members

5 4 3 2 1

Total


Section IV

The purpose of these different performance tasks is to allow all students the opportunity to

shine in the area that they are strongest, and to improve on areas that they might struggle. My

goal is that every student reaches an overall proficient score in each performance task they do. A

proficient score is represented by a 70%. Any score falling below that, and into the basic and

below basic categories tells me that the student’s progress needs to be addressed.

After creating the rubrics, I believe that some performance tasks might be more challenging

than others. If that is how the students view them, they will more than likely choose the

performance task based on the degree of difficulty, rather than what they feel will be most

interesting and might challenge them. I tried my best to even the playing field with fair rubrics

with high expectations for each task. Still, to me, the poster creation in the artistic category

seems as if it may take less time, and be less challenging for some students than some of the

other options. In order to make that task more challenging, I might add another creative aspect to

it like making it a movie poster, complete with a creative title and tag line.

Assuming that I taught the cell structure and function lesson using this tic-tac-toe approach

with the choice of different performance tasks, these might be the results:

• Dennis Reynolds (team members: Charlie Day, Monica Gellar)

Task chosen: Script/Skit

Score: 47/50

Peer evaluation: 15

• Charlie Day (team members: Dennis Reynolds, Monica Gellar)



Score: 40/50

Peer evaluation: 12

• Jose Martinez (team members: Rachel Green, Phoebe Bouffet)

Task chosen: 3D Model

Score: 33/50

Peer evaluation: 10

• Talia Markovich (team member: Chandler Bing)

Task chosen: Powerpoint

Score: 23/50

Peer evaluation: 9

• Monica Gellar (team members: Charlie Day, Dennis Reynolds)


Score: 48/50

Peer evaluation: 15

• Rachel Green (team members: Jose Martinez, Phoebe Bouffet)


Score: 39/50

Peer evaluation: 13

• Phoebe Bouffet (team members: Jose Martinez, Rachel Green)


Score: 30/50

Peer evaluation: 8


• Chandler Bing (team member: Talia Markovich)

Task chosen: PowerPoint

Score: 45/50

Peer evaluation: 15

• Joey Tribianni (team member: Liz Lemon)

Task chosen: Video

Score: 40/50

Peer evaluation: 15

• Liz Lemon (team member: Joey Tribianni)

Task chosen: Video

Score: 43/50

Peer evaluation: 15

Three students did not demonstrate proficiency in the performance task. Unfortunately

placing Rachel, who is an exemplary student, with two students who have different needs (Jose

and Phoebe) did not work out. Both Phoebe and Jose scored in the basic category and did not

reach the proficient level. Rachel, who usually excels, barely scored proficiently.

Unfortunately, Talia, who is an ELL student, really struggled. I was excited for her to be

emerged into cooperative learning and be able to demonstrate her knowledge in ways that don’t

necessarily mean you have to be proficient in the English language. Unfortunately, her and

Chandler chose a task in which she could not excel in.

Possible problems, issues, and concerns from this data analysis include:


• The team composed of Phoebe, Rachel, and Jose had clashing interests and personalities.

Phoebe wanted to take control because of her artistic abilities and refused the academic helps

of Rachel. Rachel also got frustrated with keeping Jose informed the best she could to his

abilities.

• I think Talia didn’t fully grasp the concept of the task that she chose with Chandler. I

think if she had understood that what she was choosing involved speaking in front of the

class, she would have convinced Chandler to choose a different task. I

• Chandler did’t quite enter into his partnership with Talia, an ELL student, with an open

mind. I think he took control of the project, and didn’t have the patience to give Talia any

input.

In order to help these struggling learners, some modifications will need to be made entering

the next lesson. To meet the needs of Jose and Phoebe, and give them the opportunity to excel,

along with Rachel, teams will be shuffled. Switching the teams will also help Talia. I will meet

with Talia to simplify the explanations of each performance task. We will eliminate the tasks that

we feel are too difficult for her to succeed in, and in her next team they will be encouraged to

choose performance tasks in which Talia can excel, as well as given extended time if they need it

in order to help Talia keep up with the task. Another modification will be that each team member

will be assigned roles in order to avoid a power struggle that seemed to occurr between Rachel

and Phoebe. I will ensure that not more than one student with learning or language difficulties is

placed in a team.

Backward Design Project EDST 3550 - Assessment Lauren ...

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