Stage Iii Lp
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The backward design model comprises three stages: I. Identify desired results II. Determine acceptable evidence III. Plan learning experiences and instruction. Once desired results and evidence are determined, a lesson plan can be developed to help students reach the objectives. Wiggins and McTighe's "WHERE" approach is used in planning instruction and experiences.
![These guidelines move teachers from thinking only about
what they want to do and need to accomplish to thinking
about what students, end users of their design, will need to
achieve understanding.
The backward design approach suspends instructional
planning, the development of specific lessons and selection of
teaching strategies, until the last phase of the process.
Instructional methods are selected based on the specific types
of learning needed to achieve the desired results in a unit. As
curriculum designers, we organize a sequence backward from
specific tasks and expectations.
Lessons are derived from the desired results, based
on building up performance skills and knowledge.
We head right up to the desired performance, even
if it has to be simplified or scaffolded. We build up
performance progressively; and we revisit the
fundamentals as needed. The process is iterative
[repetitive, recurring, recycling at higher levels]
rather than linear.](https://image.slidesharecdn.com/stageiiilp-13395614076717-phpapp01-120612234339-phpapp01/85/Stage-Iii-Lp-18-320.jpg)
![These guidelines move teachers from thinking only
about what they want to do and need to accomplish
to thinking about what students, end users of their
design, will need to achieve understanding.
The backward design approach suspends
instructional planning, the development of specific
lessons and selection of teaching strategies, until the
last phase of the process. Instructional methods are
selected based on the specific types of learning
needed to achieve the desired results in a unit. As
curriculum designers, we organize a sequence
backward from specific tasks and expectations.
Lessons are derived from the desired results, based
on building up performance skills and knowledge.
We head right up to the desired performance, even
if it has to be simplified or scaffolded. We build up
performance progressively; and we revisit the
fundamentals as needed. The process is iterative
[repetitive, recurring, recycling at higher levels]
rather than linear.](https://image.slidesharecdn.com/stageiiilp-13395614076717-phpapp01-120612234339-phpapp01/85/Stage-Iii-Lp-30-320.jpg)
![Planning Instruction: Think in terms of Three
Orientations to Teaching:
Transmission [one way communication such as
lecture and demonstration];
Transaction [two-way communication such as
questioning and discussion];
Transformation [learning by doing such as
work-experience, practicum, simulation, role-
playing].
Think in terms of Five Orientations to Teaching:
Transaction; Transformation; Engineering;
Developmental; Nurturing](https://image.slidesharecdn.com/stageiiilp-13395614076717-phpapp01-120612234339-phpapp01/85/Stage-Iii-Lp-31-320.jpg)
Stage Iii Lp
- 1. The backward design model comprises of the following three stages: I. Identify desired results II. Determine acceptable evidence III. Plan learning experiences and instruction
- 2. When to develop your lesson plan? Once you have selected the standard and determined the acceptable evidence that will demonstrate student achievement, then you can develop a lesson plan that will provide students with the opportunity to reach the desired objectives. Wiggins and McTighe (1999) utilize the "WHERE" approach in this stage of the process.
- 3. W H E R E approach Wiggins and McTighe (1999) utilize the "WHERE" approach in this stage of the process. W stands for students knowing Where they are heading, Why they are heading there, What they know, Where they might go wrong in the process, and What is required of them. H stands for Hooking the students on the topic of study. E stands for students Exploring and Experiencing ideas and being Equipped with the necessary understanding to master the standard being taught. R stands for providing opportunities for students to Rehearse, Revise, and Refine their work. E stands for student Evaluation.
- 5. the implementation The rewarding part of the process comes next with the implementation of the lesson plan in the classroom. Any necessary changes or additions can be incorporated into your lesson plan. After students have had the opportunity to learn the selected Standard, the students will need to be assessed to determine if they have successfully reached the desired goal. The student assessment can also be used to modify the original lesson plan.
- 7. The unit or course design • Reflects a coherent design -- big ideas and essential questions clearly guide the design of, and are aligned with, assessments and teaching and learning activities. • Makes clear distinctions between big ideas and essential questions, and the knowledge and skills necessary for learning the ideas and answering the questions. • Uses multiple forms of assessment to let students demonstrate their understanding in various ways. • Incorporates instruction and assessment that reflects the six facets of understanding -- the design provides opportunities for students to explain, interpret, apply, shift perspective, empathize, and self-assess.
- 8. The unit or course design • Anchors assessment of understanding with authentic performance tasks calling for students to demonstrate their understanding and apply knowledge and skills. • Uses clear criteria and performance standards for teacher, peer, and self evaluations of student products and performances. • Enables students to revisit and rethink important ideas to deepen their understanding. • Incorporates a variety of resources. The textbook is only one resource among many (rather than serving as the syllabus).
- 9. The teacher • Informs students of the big ideas and essential questions, performance requirements, and evaluative criteria at the beginning of the unit or course. • Hooks and holds students' interest while they examine and explore big ideas and essential questions. • Uses a variety of strategies to promote deeper understanding of subject matter. • Facilitates students' active construction of meaning (rather than simply telling). • Promotes opportunities for students to "unpack their thinking" -- to explain, interpret, apply, shift perspective, empathize, or self-assess (incorporates the six facets of understanding).
- 10. The teacher • Uses questioning, probing, and feedback to stimulate student reflection and rethinking. • Teaches basic knowledge and skills in the context of big ideas and explores essential questions. • Uses information from ongoing assessments as feedback to adjust instruction. • Uses information from ongoing assessments to check for student understanding and misconceptions along the way. • Uses a variety of resources (beyond the textbook) to promote understanding.
- 11. The learners • Can describe the goals (big ideas and essential questions) and performance requirements of the unit or course. • Can explain what they are doing and why (i.e., how today's work relates to the larger unit or course goals). • Are hooked at the beginning and remain engaged throughout the unit or course. • Can describe the criteria by which their work will be evaluated.
- 12. The learners • Are engaged in activities that help them to learn the big ideas and answer the essential questions. • Are engaged in activities that promote explanation, interpretation, application, perspective taking, empathy, and self-assessment (the six facets). • Demonstrate that they are learning the background knowledge and skills that support the big ideas and essential questions. • Have opportunities to generate relevant questions. • Are able to explain and justify their work and their answers. • Are involved in self- or peer-assessment based on established criteria and performance standards. • Use the criteria or rubrics to guide and revise their work. • Set relevant goals based on feedback.
- 13. In the classroom environment • The big ideas and essential questions are central to the work of the students, the classroom activity, and the norms and culture of the classroom. • There are high expectations and incentives for all students to come to understand the big ideas and answer the essential questions. • All students and their ideas are treated with dignity and respect. • Big ideas, essential questions, and criteria or scoring rubrics are posted. • Samples or models of student work are made visible. • Exploration of big ideas and essential questions is differentiated, so some students are able to delve more deeply into the subject matter than others.
- 14. engaging design /effective design? •Clearly, we want our designs to be engaging but engaging work is insufficient. •The work must also be effective, must promote maximum achievement. •Must demonstrate that students have achieved the targeted understandings. An engaging design stimulates students to actively participate whereas an effective design includes appropriate evidence that desired results have been achieved.
- 15. •What needs to be uncovered is vital. •Big ideas are often subtle, abstract, and not obvious. •Teaching that is grounded in textbook coverage only can leave students with a superficial grasp of key ideas •An erroneous view of how knowledge becomes knowledge.
- 16. •Students often leave school with misunderstandings about what we thought they had learned. •Just because we teach for an understanding does not mean that students will leave without or avoid misunderstanding. •The challenge is to better anticipate misunderstandings and address them at the design stage. •Student misunderstanding will likely increase the more the ideas in question are abstract, require prior knowledge, are counterintuitive, and are presented in summary fashion.
- 17. The purpose of ongoing assessment is to identify misconceptions and misunderstanding before it is too late, before the unit concludes and teachers engage in summative assessment
- 18. These guidelines move teachers from thinking only about what they want to do and need to accomplish to thinking about what students, end users of their design, will need to achieve understanding. The backward design approach suspends instructional planning, the development of specific lessons and selection of teaching strategies, until the last phase of the process. Instructional methods are selected based on the specific types of learning needed to achieve the desired results in a unit. As curriculum designers, we organize a sequence backward from specific tasks and expectations. Lessons are derived from the desired results, based on building up performance skills and knowledge. We head right up to the desired performance, even if it has to be simplified or scaffolded. We build up performance progressively; and we revisit the fundamentals as needed. The process is iterative [repetitive, recurring, recycling at higher levels] rather than linear.
- 20. GRASPS: Model – Early Childhood Example G: Goal: Your goal is to create a larger than life model of a butterfly and write/illustrate a book with a fiction and nonfiction section about your butterfly. R: Role: You are the teacher. Your job is to teach the preschoolers about butterflies. A: Audience: You will invite the preschool class to come to your classroom to learn about butterflies. S: Situation: Your challenge is to teach preschoolers about butterflies by performing your book. P: Product: You will act out your book with your butterfly model. S: Standards for Success: Your book and performance will be judged by you, your teacher, and two of your peers using the student rubric.
- 21. To what extent does the idea, topic, or Filter 1 process represent a "big idea" having enduring value beyond the classroom? To what extent does the idea, topic, or Filter 2 process reside at the heart of the discipline? To what extent does the idea, topic, or Filter 3 process require uncoverage? To what extent does the idea, topic, or Filter 4 process offer potential for engaging students?
- 22. Current research on intelligence and the brain suggests that we learn best when we are engaged in meaningful classroom learning experiences that help us discover and develop our strengths and talents. (Silver, Strong and Perini, 1997)
- 23. these learning experiences that teachers not only motivate our quest to learn, but also foster the development of persistence and effort that is necessary for acquiring skills, knowledge, and attitudes in sufficient depth for us to be able to apply them in other settings.
- 24. The prior knowledge that we bring with us to a new learning situation exerts a tremendous influence on how we interpret this new experience. In order to successfully learn new information, we must be able to construct meaning actively and relate it to our own lives in a meaningful way.
- 25. the teacher focuses on the learner’s understanding of content and the ability to use the information rather than on the memorization of isolated bits of information.
- 26. The new information that the student is engaged in learning focuses on "real life" or "authentic" tasks that require problem solving, creative thinking, and critical thinking. This approach requires teachers to structure what is addressed instructionally and in the curriculum around key ideas rather than try to "cover content".
- 27. As educators it is of the utmost importance that we recognize and nurture all of the varied human intelligences and all of the combinations of intelligences in our students. Through this recognition, we can increase our students’ learning and problem solving abilities if we increase their repertoires of problem solving tools by actively encouraging them to use all facets of intelligence (Parry and Gregory, 1998).
- 28. Clearly, we want our designs to be engaging but engaging work is insufficient. The work must also be effective, must promote maximum achievement, and must demonstrate that students have achieved the targeted understandings. An engaging design stimulates students to actively participate whereas an effective design includes appropriate evidence that desired results have been achieved. Considering what needs to be uncovered is vital when designing curriculum because big ideas are often subtle, abstract, and not obvious. Teaching that is grounded in textbook coverage only can leave students with a superficial grasp of key ideas and an erroneous view of how knowledge becomes knowledge.
- 29. Students often leave school with misunderstandings about what we thought they had learned. Just because we teach for an understanding does not mean that students will leave without or avoid misunderstanding. The challenge is to better anticipate misunderstandings and address them at the design stage. Student misunderstanding will likely increase the more the ideas in question are abstract, require prior knowledge, are counterintuitive, and are presented in summary fashion. The purpose of ongoing assessment is to identify misconceptions and misunderstanding before it is too late, before the unit concludes and teachers engage in summative assessment.
- 30. These guidelines move teachers from thinking only about what they want to do and need to accomplish to thinking about what students, end users of their design, will need to achieve understanding. The backward design approach suspends instructional planning, the development of specific lessons and selection of teaching strategies, until the last phase of the process. Instructional methods are selected based on the specific types of learning needed to achieve the desired results in a unit. As curriculum designers, we organize a sequence backward from specific tasks and expectations. Lessons are derived from the desired results, based on building up performance skills and knowledge. We head right up to the desired performance, even if it has to be simplified or scaffolded. We build up performance progressively; and we revisit the fundamentals as needed. The process is iterative [repetitive, recurring, recycling at higher levels] rather than linear.
- 31. Planning Instruction: Think in terms of Three Orientations to Teaching: Transmission [one way communication such as lecture and demonstration]; Transaction [two-way communication such as questioning and discussion]; Transformation [learning by doing such as work-experience, practicum, simulation, role- playing]. Think in terms of Five Orientations to Teaching: Transaction; Transformation; Engineering; Developmental; Nurturing
- 32. 1. What does X mean? 2. How can X be described? 3. What are the comp0onent parts of X? 4. How is X made or done? 5. How should X be made or done? 6. What is the essential function of X? 7. What are the causes of X? 8. What are the consequences of X? 9. What are the types of X? 10. How does X compare to Y? 11. What is the present status of X? 12. How can X be interpreted? 13. What are the facts about X? 14. How did X happen? 15. What kind of person is X? 16. What is my personal response to X? 17. What is my memory of X? 18. What is the value of X? 19. How can X be summarized? 20. What case can be made for or against X?
- 34. STEP 3 STEP 1 PLAN LEARNING EXPERIENCES IDENTIFY LEARNER OUTCOMES and INSTRUCTION What are students expected to What learning activities will enable students understand, to know and do? achieve the learner outcomes? TEACHER AS AN ASSESSOR TEACHER AS ACTIVITY DEVELOPER STEP 2 STEP 4 DETERMINE ACCEPTABLE PLAN ASSESSMENT and EVALUATION EVIDENCE (CRITERIA) STRATEGIES What would you accept as evidence that How will students demonstrate what they students understand, know and can do? learned? TEACHER AS AN ASSESSOR TEACHER AS AN ASSESSOR STEP 5 REFLECTION What will you do to decide what the next step in teaching should be? TEACHER AS AN ASSESSOR TEACHER AS ACTIVITY DEVELOPER
- 35. The Brain-Compatible Classroom Characteristics: absence of threat, collaboration, enriched environment, immediate feedback, meaningful content, choice/multiple intelligences, adequate time, mastery at the application level, active learning The Life Guidelines by which we operate: mutual respect; trustworthiness; truthfulness; active empathetic listening; appreciation, no putdowns; positive, encouraging, supportive interaction; safety; always do personal best The Life skills: caring, responsibility, perseverance, teamwork, effort, commonsense, initiative The Learning Climate: teacher as creator and curator of the classroom climate- trust, mutual respect, risk-taking, encouragement, cooperation, openness, encouragement, free & open communication, inclusiveness, belonging, influence, DESCA: dignity, energy/enthusiasm, self-management, community, awareness.
- 36. Preconditions of creative learning environments For learning and teaching spaces to be creative, the NACCCE argues that adults and young people equally need to be supported by physical environments that provide them with the: ■ ability to formulate new problems, rather than depending on others to define them ■ ability to transfer what they learn across different contexts ■ ability to recognise that learning is an ongoing, incremental process and involves making mistakes and learning from failure ■ capacity to focus your attention in pursuit of a goal.
- 37. Effect of ‘creativity’ and ‘meditation’ rooms on pupils ■ Pupils’ self-esteem and sense of wellbeing was raised through involvement in designing the meditation and creativity rooms ■ Pupils benefited from learning specific techniques for relaxation and creative thinking in the redesigned rooms ■ Pupils felt greater ownership of their learning environment when given the power to design and create it ■ Pupils working in their own creative room become more engaged in writing activities ■ Feedback from pupils and parents was positive in assessing the outcomes of the project ■New strategies were developed for teaching meditation, relaxation, philosophy and creativity ■Staff felt the new rooms provided creative resources for the whole school
- 38. Strategies to encourage imagination ■ Dialogue – this implies time and spaces designed to support this ■ Dreaming time – rooms set aside for dreaming ■ Experiment ■ Storytelling ■Going beyond the school walls, making connections with the neighbourhood and community ■ Allowing students to use their local landscape to identify problems and from there to develop imaginative solutions
- 39. Role of a Teacher •At school, only the quality of teacher is a greater determinant of student success than the environment. •Environments can be nourishing or toxic, supportive or draining. • Environments are never neutral … (Jensen, 2003)
- 40. In other words STAGE III: Develop a lesson plan that will provide students with the opportunity to reach the desired objectives.
- 41. First think like an assessor before designing specific units and lessons
- 43. TEACHERS.. think like an assessor before designing specific units and lessons, and consider up front how to determine whether students have attained the desired understandings. When units or projects are anchored by performance tasks or projects, evidence is provided that indicates whether students are able to use their knowledge in context, a more appropriate means of evoking and assessing enduring understanding. More traditional assessments (quizzes, tests, and prompts) are used to round out the picture by assessing essential knowledge and skills that contribute to the culminating performances.
- 44. Teachers must address the specifics of instructional planning -choices about teaching methods, sequence of lessons, and resource materials - AFTER identifying the desired results and assessments. Teaching is a means to an end.
- 45. Thank You A presentation by Nandita Nag