Backward Mapping . . . beginning with the end in mind . . .

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With Acknowledgement to Angela Byron, Tracy
Considine and Maria Sotiropoulous
Backward Mapping. . . beginning with the end in
mind . . .
NSW Department of Education Training NSW
Public Schools Leading the Way
www.det.nsw.edu.au
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Where are we heading?
If the ladder is not leaning against the right
wall, every step we take gets us to the wrong
place faster.
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What is backward mapping?
A framework used to improve curriculum design in
order to develop and deepen students
understanding.
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Where did it come from?
Jay McTighe Grant Wiggins Understanding by
Design
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Why the backward mapping framework?
Without building courses backward from key
tasks, big ideas and performance standards, there
are no clear priorities. Wiggins McTighe 05
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Why the backward mapping framework?
By thinking through the assessment upfront, we
ensure greater alignment of our goals and
therefore teaching is focused on the desired
results.
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Backward Mapping Framework

• Stage 1 Desired Results
• Stage 2 Assessment Evidence
• Stage 3 Learning Plan

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The big ideas of each stage
What are the big ideas?
Assessment Evidence
Whats the evidence?
How will we get there?
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Desired Results
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Wiggins McTighe 2005
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Identifying the BIG IDEAS
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Youve got to go below the surface...
Concept
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to uncover the really big ideas.
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Assessment Evidence
How will we know if students have achieved the
desired results and met the syllabus
standards? What will we accept as evidence of
student understanding and proficiency?
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Assessment Evidence

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GRASPS

• Goal
• Role
• Audience
• Situation
• Performance
• Standards

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Plan learning experiences and instruction

• What knowledge will students need to perform
  effectively?
• What activities will be needed to allow students
  to construct their own learning?
• What will need to be taught?

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Learning experiences must be
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How does this align to our Quality Teaching
targets for this project?

• Focuses on developing deep knowledge and deep
  understanding through careful planning of
  learning experiences
• Focuses on deep understanding through
  consideration early in the process of the
  anticipated evidence of learning
• Focuses on high expectations through designing
  authentic assessment task with explicit quality
  criteria negotiated with students

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Starting your planning
W Where are we headed?
H How will the student be hooked?
E What opportunities will there be to experience and explore key ideas?
R What will provide opportunities to rethink, rehearse, refine and revise?
E How will students evaluate their work?
T How will the work be tailored to individual needs, interests and styles?
O How will the work be organised for maximum engagement and effectiveness?
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Quality Teaching Model

• What do we want the students to learn?
• Why does this learning matter?
• How will they demonstrate their learning?
• How well do we expect them to do it?

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In the words of Covey . . .
To begin with the end in mind means to start
with a clear understanding of your
destination. It means to know where youre going
so that you better understand where you are now
so that the steps you take are always in the
right direction. Stephen R Covey, The Seven
Habits Of Highly Effective People
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• All I really need to know about curriculum
  change, I learned from the Story of Noahs Ark!!!

In conclusion
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Noahs lessons .

• Dont miss the boat!
• Dont forget were all in the same boat
• Planning is important it wasnt raining when
  Noah built the ark
• Dont listen to critics just get on with what
  has to be done
• For safetys sake, travel in pairs (teams)
• Build your future on high ground
• Speed isnt always an advantage after all the
  snails were on the same ark with the cheetahs.

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And finally, remember .

• The ark was built by amateurs .
• the Titanic was built by professionals!