Introduction to Backward Design With an Emphasis on Technology! Revolutionize Student Understanding!
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Transcript of Introduction to Backward Design With an Emphasis on Technology! Revolutionize Student Understanding!
Introduction toBackward DesignWith an Emphasis
onTechnology!
Revolutionize Student
Understanding!
Introductions
Shannon Timmons
• Smyrna High School• Driver Education• Master’s in
Educational Technology
Brenda Foulk
• Middletown High School
• Business Education• Master’s in
Curriculum & Instruction
House Keeping
• Cell Phones• Restroom Locations• Parking Lot Issues
Why “Backward”?
• 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?
• Begin with the end in mind• Not “one size fits all”• A way of thinking as opposed to a
model or program• Transferability
Why Backward?
What do you want your students to remember in…..
4 minutes4 hours4 days4 years40 years……from now?
3 Stages of Backward Design
Stage 1 Desired Results
Stage 2Assessment
Evidence
Stage 3 Learning
Plan
•Activities•Big Idea
•Goals – State Standards
•Enduring Understandings
•Essential Questions
•Knowledge and Skills
•Authentic Transfer Tasks
•Other Evidence
•Rubrics
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
Big IdeasHealth Addictions
Business Education Data
English Connections
Math Patterns
Science Migration
Social Studies Systems
Art Perspective
Physical Education Interactions
Music Rhythm
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………?
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?
You’ve got to go below the surface...
to uncover the really ‘big ideas.’
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
Enduring Understandings
ContentArea
Big Idea EUStudents will
understand that…
Health Addictions addictions are diseases of the brain.
Bus Ed Data society is data driven.
Math Patterns mathematics allows us to see patterns that might have remained unseen.
Activity – Writing YourEnduring Understanding
• Remember your Big Idea• Start with the sentence stem
– Students will understand that…
• Write an EU
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
Essential Questions
ContentArea
Big Idea EUStudents will understand
that…
EQ
Health Addictions addictions are diseases of the brain.
What is an addiction?
Bus Ed Data society is data driven.
What is data?
Math Patterns mathematics allows us to see patterns that might have remained unseen.
What is a pattern?
Knowledge and Skills
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
Mona Lisa Smile
• What did she ask?
• What happened to the thinking in the room and why?
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.
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?
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
Break Time
• 5 minutes• Must stand up
and move for at least 3 minutes
• We will begin promptly (with or without you)
Incorporate Technology
• National Education Technology Standards (NETS)
• DCET Clusters
• LoTi
LoTi Level 0
• Lack of access or non-use
Seaford School District 2004
LoTi Level 1
• Strictly teacher use
• Teacher may take students to lab
• Little or no links to curriculum
Seaford School District 2004
LoTi Level 2• Technology as a
supplement
• The technology is employed either as extension activities, enrichment exercises
• Technology-based tools and generally reinforces lower level activities
Seaford School District 2004
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
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
LoTi Level 5
• Technology access is extended beyond the classroom
Seaford School District 2004
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
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!
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
Additional Resources
• Education with Technology (Tuttle)• Questioning Toolkit• Sample Unit (Science)• Understanding by Design (McTighe
)
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
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
Questions
