Designs 2010 Session 2 Secondary
0 likes1,005 views
This document discusses the backward design model for instructional design. It introduces the three stages of backward design: 1) identifying desired results, 2) determining acceptable evidence, and 3) planning learning experiences and instruction. The document then provides an overview of upcoming sessions that will focus on each stage of backward design and how to design for deep learning and diversity. It emphasizes starting with clear learning goals and understanding to guide curriculum design rather than a coverage approach. Key aspects of backward design include identifying big ideas, developing enduring understandings and essential questions, and differentiating instruction to meet student needs.
Designs 2010 Session 2 Secondary
- 1. Designing Instruction for Deep Learning and Diversity Session 2 January 26, 2010 Windsor Secondary
- 2. Backward Design Model – 3 Stages 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction
- 3. Designs 2010 Series • January 12 Setting the Stage for Instructional Design that fosters Deep Learning and Embraces Diversity • January 26 Backward Design: Goal Setting, Enduring Understandings, Essential Questions • February 9 Backward Design Stage Two: Assessment For, As, Of Learning • March 29 Backward Design Stage Three: Teaching for Deep Understanding and Diversity • April 12 Differentiated Assessment and Instruction Practices
- 4. “To begin with the end in mind means to start with a clear understanding of your destination.” S. Covey The 7 Habits of Highly Effective People
- 5. Learning Intentions for Today 1. Understand that effective curriculum design evolves backward from clear goals. 2. Determine Goals (Big Ideas) by ‘unpacking’ PLOs. 3. Develop Enduring Understandings and Essential Questions to guide curriculum design.
- 6. What is Good Design? “Teachers are designers. An essential act of our profession is the crafting of curriculum and learning experiences to meet specified purposes.”
- 7. “Backward Design” “Deliberate and focused instructional design requires us to make an important shift… The shift involves thinking a great deal, first, about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities.”
- 8. Success for Every Student: Transforming Curriculum Design Without a constant focus on teaching that is meant to culminate in meaning and transfer, schooling will likely remain mired in timeless, unexamined habits and rituals, and limited by incoherent practices and structures.
- 9. The Globalization of UbD Globalization of Understanding by Design
- 10. Schooling by Design …school change becomes chaotic without a curriculum, assessment, and instructional framework derived from the mission and grounded in valid learning principles.
- 12. Learning for Understanding Curriculum and instruction must address three academic goals: helping students 1) acquire important information and skills 2) make meaning of that content 3) effectively transfer their learning to new situations both within school and beyond
- 13. “Twin Sins” of Curriculum Design 1. Activity-Oriented Design “Hands-on without “Minds On” 2. Curriculum Coverage “Marching through the textbook”
- 14. Geometry: Lesson Make-Over BEFORE UbD AFTER UbD • Look at the • Discuss the middle school changes evident in Geometry lesson the lesson after • Which of the “Backward Design” “twin sins” are has been applied represented in this lesson?
- 15. Gaining Clarity of Goals • Danger of coverage mentality • Need to prioritize & identify BIG IDEAS • Clarity of goals essential for success
- 16. Establishing Curricular Priorities Worth being Worth Being Familiar With • Different conditions requiring dietary familiar with restrictions, such as high blood pressure, diabetes, and stomach ulcers Important to know and do Important to know and do • Canada’s Food Guide recommendations • Nutritional information on food labels and how to interpret them Big Ideas and Enduring Big Ideas Understandings • Balanced diet Understandings • “You are what you eat.” Your diet affects your health, appearance, and performance.
- 17. Overall Desired Results • Common design thread among provincial standards, enduring understandings, essential questions, knowledge and skills
- 18. BIG IDEAS • Transferable concept, theme, theory, principle or process • Connect the discreet facts and skills • Common design thread among PLOs enduring understandings, essential questions • Examples: equity, good triumphs over evil, molecular theory, problem solving
- 19. You’ve got to go below the surface… …to really uncover the big ideas!
- 20. Grade 11 Earth Science Prescribed Learning Outcome: • Demonstrate knowledge about the origins of the universe and about astronomical entities BIG IDEAS: • Big Bang Theory • Scientific investigation • Creation vs. Evolution
- 21. Unpacking the Learning Goals (PLOs) • PLOs (and Achievement Indicators) imply BIG IDEAS • Look carefully at the nouns, adjectives and verbs • Pay attention to key ideas in the Organizers (e.g. Identity, Society, and Culture: Canada 1815-1914)
- 22. The Big Ideas – Group Activity What will the students remember for: The 40 40 seconds? years are 40 minutes? the BIG 40 years? IDEAS!
- 23. Backward Design Unit Template Unit Topic: BIG IDEA(S): STAGE 1: Desired Results Prescribed Learning Outcomes: Enduring Understandings: Essential Questions: Knowledge: Skills:
- 24. Enduring Understandings • Based on the big ideas and central to the discipline • Framed as full sentence statements • Lasting value beyond the classroom • Require “uncoverage” in order to be learned
- 25. Enduring Understandings – Examples • Science – Scientific theories are used to explain the origin of the universe. • English – Writers use a variety of stylistic techniques to engage and persuade their readers • Social Studies – Historical interpretation is influenced by one’s perspective.
- 26. Enduring Understandings – Group Activity • In your group, or with a partner, develop some Enduring Understandings aligned with the Big Idea and based on the PLOs • Use the examples of Enduring Understandings in your package to guide your thinking • Record your Enduring Understandings on the Unit Design Template
- 27. Essential Questions • Highlight the Big Ideas and Enduring Understandings • Have no “right” answer; arguable and important to argue about • Provoke and sustain student inquiry • Address conceptual or philosophical foundations of the discipline • Raise other questions
- 28. Essential Questions – Examples • How do we decide which scientific claims to believe? • Are mathematical ideas inventions or discoveries? • Does art reflect culture or shape it? • Who owns what and why? • How do the structures and functions of government interrelate?
- 30. Essential Questions – Group Activity • Review the Enduring Understandings you developed based on your set of PLOs • Develop 2-3 Essential Questions that will provoke and sustain inquiry • Record your Essential Questions on the Unit Design Template
- 31. UBD End Results • Efficient and effective units with deeper understandings • Curriculum design that meets the needs of all learners in the class
- 32. Where to Differentiate? Tomlinson & McTighe (2006) Integrating Differentiated Instruction and Understanding by Design. p. 36 Fig 3.3
- 33. The Mission of High School … is not to cover content, but rather to help learners become thoughtful about, and productive with, content. It's not to help students get good at school, but rather to prepare them for the world beyond school…