Beginning with the End in Mind

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Beginning with the End in Mind

• Overview of Backwards Design
• Jim Wright
• Kennesaw State University

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Caveat We only have 30 min

• Information taken from the
• McTighe, J., Wiggins, G. (2005). Understanding
  by Design (2nd Edition) (ASCD). Alexandria, VA
  Prentice Hall.

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Why?

• Do we often plan by activity?
• Because it is the right thing to do
• and . . .

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Your Performance Evaluation

• A. Curriculum and Planning The teacher makes
  decisions about planning that demonstrate a deep
  understanding of grade level content knowledge,
  pedagogy, and GPS or State-approved curriculum
  implementation by appropriately planning for what
  students are expected to know, understand, and be
  able to do

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Stages of Backwards Design
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Establishing Priorities
Knowledge that is worth being familiar with
Knowledge and skills that are important to know
and do
Understandings that are enduring What do you
want you students to remember in 10 years?
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Six Facets of Understanding

• Explain - provide thorough, supported, and
  justifiable accounts of phenomena, facts and data
• Interpret - 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.
• Apply - effectively use and adapt what is known
  in diverse contexts.

• Perspective - can see and hear points of view
  through critical eyes and ears see the big
  picture.
• Empathize - find value in what others might find
  odd, alien, or implausible perceive sensitively
  on the basis of prior direct experience.
• Self-Knowledge - perceive the personal style,
  prejudices, projections, and habits of mind that
  both shape and impede our own understanding
  having an awareness of what one does not
  understand and why understanding is so hard

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Curricular Priorities and Assessment Methods
Assessment Types Traditional quizzes and
tests Paper-pencil Selected-response Constructe
d-response Performance tasks and
projects Open-ended Complex Authentic
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Stage 3 big idea
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Lets See It In Action

• Chemistry Class

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SCSh6. Students will communicate scientific
investigations and information clearly.

• a. Write clear, coherent laboratory reports
  related to scientific investigations.
• b. Write clear, coherent accounts of current
  scientific issues, including possible alternative
  interpretations of the data.
• c. Use data as evidence to support scientific
  arguments and claims in written or oral
  presentations.
• d. Participate in group discussions of scientific
  investigation and current scientific issues.

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Brainstorm with the Three Stages
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Instructional Strategies

• Marzano, R. J., Pickering, D. J., Pollock, J.
  E. (2004). Classroom Instruction that Works
  Research-Based Strategies for Increasing Student
  Achievement (ASCD). Alexandria, VA Prentice
  Hall.

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Strategies

• 1. Identifying similarities and differences
• 2. Summarizing and note taking
• 3. Reinforcing effort and providing recognition
• 4. Homework and practice
• 5. Nonlinguistic representations
• 6. Cooperative learning
• 7. Setting objectives and providing feedback
• 8. Generating and testing hypotheses
• 9. Cues, questions, and advance organizers

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Similarities Differences

• COMPARING Identifying similarities differences
  between or among things or ideas.
• CLASSIFYING Grouping things that are alike into
  categories based on their characteristics.
• CREATING ANALOGIES Identifying relationships
  between pairs of concepts
• (Relationships between relationships)
• CREATING METAPHORS Identifying a general pattern
  in a specific topic then finding another topic
  that is different, but has the same general
  pattern.

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Summarizing

• To effectively summarize, students must delete
  some information, substitute some information and
  keep some information.
• To effectively delete, substitute, and keep
  information, students must analyze the
  information at a fairly deep level.
• Being aware of the explicit structure of
  information is an aid to summarizing information.

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Providing Recognition

• Rewards do not necessarily have a negative effect
  on intrinsic motivation.
• Reward is most effective when it is contingent on
  the attainment of some standard of performance.
• Abstract symbolic recognition is more effective
  than tangible rewards.