SlideShare a Scribd company logo

Understanding by Design

P
ProfesorMcVeigh

The document discusses the backward design model for creating student-centered units. It begins with the three stages of backward design: 1) Identify desired results, 2) Determine acceptable evidence of student learning, and 3) Plan learning experiences and instruction. Each stage is then explained in more detail with examples provided. The document also discusses the three communication modes of interpretation, interpersonal, and presentational, providing examples of tasks for each. It concludes with an explanation of an integrated performance assessment involving all three modes.

EducationTechnology
1 of 80
Downloaded 30 times
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
Backward Design Understanding by Design SAILN Tier III - Summer 2011
Backward Design*
Backward Design* Essential Question: How do teachers create student-centered standards-based thematic units that engage all learners using Backward Design? *Sources: Understanding by Design and Toni Theisen STARTALK Summer 2011
Backward Design
Backward Design What could “Backward Design” mean in a classroom? How could working backward change how instruction is organized and how students learn? Any ideas...
Backward Design What could “Backward Design” mean in a classroom? How could working backward change how instruction is organized and how students learn? Any ideas...
Understanding by Design
Understanding by Design
Foreign Language Standards - The 5 Cs
What is Backward Design?
What is Backward Design? • The Backward Design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction.
What is Backward Design? • The Backward Design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction. • “Keep the end in mind”
What is Backward Design? • The Backward Design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction. • “Keep the end in mind” • The framework identifies three main stages:
3 Stages of Backward Design
3 Stages of Backward Design 1. Identify desired What will the students know, results understand and will be able to do? 2. Determine acceptable How will the students know evidence of learning when they have reached the goals? 3. Plan learning What do I need to do in the experiences and classroom to prepare them instruction for the assessment?
Stage 1 - Identify Desired Results
Stage 1 - Identify Desired Results • What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address?
Stage 1 - Identify Desired Results • What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? • What is worth learning?
Stage 1 - Identify Desired Results • What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? • What is worth learning? • What do students want to learn?
Stage 1 - Identify Desired Results • What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? • What is worth learning? • What do students want to learn? • What is relevant?
Stage 2 - Determine Evidence of Learning
Stage 2 - Determine Evidence of Learning • How will we know if students have achieved the desired results and met the standards?
Stage 2 - Determine Evidence of Learning • How will we know if students have achieved the desired results and met the standards? • What types of assessments do we design?
Stage 2 - Determine Evidence of Learning • How will we know if students have achieved the desired results and met the standards? • What types of assessments do we design?
Stage 2 - Determine Evidence of Learning • How will we know if students have achieved the desired results and met the standards? • What types of assessments do we design? • End of Program Performance Tasks
Stage 2 - Determine Evidence of Learning • How will we know if students have achieved the desired results and met the standards? • What types of assessments do we design? • End of Program Performance Tasks • Other types of assessment and evidence of learning
Stage 3 - Plan Learning Experiences and Instruction
Stage 3 - Plan Learning Experiences and Instruction • What learning experiences, instructional strategies, activities, etc., will enable students to achieve the desired results? • What needs to be taught and how?
End of Performance Task
Interpretive Mode
Interpretive Mode
Interpretive Mode • One-way • Comprehension of words, concepts, ideas, meaning of an entire piece • Exposed to lots of culturally authentic materials such as text, films, works of art, songs, poems, music videos, advertisements, etc.
Sample Interpretive Tasks
Sample Interpretive Tasks • listen with visuals • follow a route on a map • check-off items on a list when watching a video • draw what is described • use Twitter (or other social media) with class • create questions from a brochure, reading, etc. • brainstorm or guess meaning from a song • paraphrase a new article in native language • listen to a song and fill in words • take a poll after listening to a passage
Interpersonal Mode
Interpersonal Mode
Interpersonal Mode • Two-way, spontaneous exchanges that involve negotiation of meaning • Unrehearsed • Can be based on information from the interpretive task.
Sample Interpersonal Tasks
Sample Interpersonal Tasks • conversation about a visual, movie, etc. • ask for / give directions • talk with with others about family, friends, school, books, movies, video games, etc. • discuss news events of the day • debate an issue • make plans with a friend, family member, etc. • negotiate who does what chore, activity, who is on which team, etc. • telephone call • text messaging or e-mail with a friend or family member • respond to a letter or note
Presentational Mode
Presentational Mode
Presentational Mode • Rehearse, revise, consult sources, and prepare ahead of time • Use language for real world purpose • Use language in new and different contexts.
Sample Presentational Tasks
Sample Presentational Tasks • brochure, itinerary • design a survey, poll, report results • create a Wikispace, Facebook page, website • story, book or digital story • video, Podcasts • presentations, PowerPoints, movies, • skit or role-play • agenda, schedule • 3D model pr digital sketch • public service announcement, commercial, TV game show • design songs, plays, games
What mode is it?
What mode is it? 1 Prepare a poster about your favorite sport. Watch a movie trailer and write down the date 2 the movie opens 3 Talk about what to do on the weekend. 4 Send a text message to a friend Create a graphic organizer for new 5 vocabulary. Create a skit where you buy school supplies 6 at a store.
What mode is it? 1 Prepare a poster about your favorite sport. Presentational Watch a movie trailer and write down the date 2 the movie opens 3 Talk about what to do on the weekend. 4 Send a text message to a friend Create a graphic organizer for new 5 vocabulary. Create a skit where you buy school supplies 6 at a store.
What mode is it? 1 Prepare a poster about your favorite sport. Presentational Watch a movie trailer and write down the date 2 Interpretive the movie opens 3 Talk about what to do on the weekend. 4 Send a text message to a friend Create a graphic organizer for new 5 vocabulary. Create a skit where you buy school supplies 6 at a store.
What mode is it? 1 Prepare a poster about your favorite sport. Presentational Watch a movie trailer and write down the date 2 Interpretive the movie opens 3 Talk about what to do on the weekend. Interpersonal 4 Send a text message to a friend Create a graphic organizer for new 5 vocabulary. Create a skit where you buy school supplies 6 at a store.
What mode is it? 1 Prepare a poster about your favorite sport. Presentational Watch a movie trailer and write down the date 2 Interpretive the movie opens 3 Talk about what to do on the weekend. Interpersonal 4 Send a text message to a friend Interpersonal Create a graphic organizer for new 5 vocabulary. Create a skit where you buy school supplies 6 at a store.
What mode is it? 1 Prepare a poster about your favorite sport. Presentational Watch a movie trailer and write down the date 2 Interpretive the movie opens 3 Talk about what to do on the weekend. Interpersonal 4 Send a text message to a friend Interpersonal Create a graphic organizer for new Interpretive 5 vocabulary. Create a skit where you buy school supplies 6 at a store.
What mode is it? 1 Prepare a poster about your favorite sport. Presentational Watch a movie trailer and write down the date 2 Interpretive the movie opens 3 Talk about what to do on the weekend. Interpersonal 4 Send a text message to a friend Interpersonal Create a graphic organizer for new Interpretive 5 vocabulary. Create a skit where you buy school supplies 6 Presentational at a store.
What is an Integrated Performance Assessment?
What is an Integrated Performance Assessment? • The IPA begins when learners are asked to acquire information through an Interpretive Mode task. • Then, learners react to that information by interacting with others through the Interpersonal Mode. • Finally, learners create a product in the Presentational Mode that incorporates information acquired through the other two modes.
ACTFL Integrated Performance Assessment
ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance.
ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance.
ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 2. Interpersonal Communication Phase After receiving feedback, students engage in communication about a particular topic which relates to the interpretive text. This phase can be audio- or videotaped.
ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 2. Interpersonal Communication Phase After receiving feedback, students engage in communication about a particular topic which relates to the interpretive text. This phase can be audio- or videotaped.
ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Students engage in the presentational After receiving feedback, students mode by sharing their research/ideas/ engage in communication about a opinions. Samples presentational particular topic which relates to formats: speeches, drama, skits, radio the interpretive text. This phase broadcasts, posters, brochures, can be audio- or videotaped. podcasts, websites, etc.
ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Students engage in the presentational After receiving feedback, students mode by sharing their research/ideas/ engage in communication about a opinions. Samples presentational particular topic which relates to formats: speeches, drama, skits, radio the interpretive text. This phase broadcasts, posters, brochures, can be audio- or videotaped. podcasts, websites, etc.
ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Students engage in the presentational After receiving feedback, students mode by sharing their research/ideas/ engage in communication about a opinions. Samples presentational particular topic which relates to formats: speeches, drama, skits, radio the interpretive text. This phase broadcasts, posters, brochures, can be audio- or videotaped. podcasts, websites, etc.
ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Students engage in the presentational After receiving feedback, students mode by sharing their research/ideas/ engage in communication about a opinions. Samples presentational particular topic which relates to formats: speeches, drama, skits, radio the interpretive text. This phase broadcasts, posters, brochures, can be audio- or videotaped. podcasts, websites, etc.
ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Students engage in the presentational After receiving feedback, students mode by sharing their research/ideas/ engage in communication about a opinions. Samples presentational particular topic which relates to formats: speeches, drama, skits, radio the interpretive text. This phase broadcasts, posters, brochures, can be audio- or videotaped. podcasts, websites, etc.
ACTFL Integrated Performance Assessment
ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal.
ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal.
ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 2. Interpersonal Communication Phase Imagine a conversation that might take place between the 2 different endangered species. Identify and describe “yourself,” comment on where you live, what the weather is like, and on what you need to survive.
ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 2. Interpersonal Communication Phase Imagine a conversation that might take place between the 2 different endangered species. Identify and describe “yourself,” comment on where you live, what the weather is like, and on what you need to survive.
ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Create a multimedia public service Imagine a conversation that might announcement or advertisement to take place between the 2 different narrate the story of one particular endangered species. Identify and animal and call attention to the plight describe “yourself,” comment on of that endangered species. where you live, what the weather is like, and on what you need to survive.
ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Create a multimedia public service Imagine a conversation that might announcement or advertisement to take place between the 2 different narrate the story of one particular endangered species. Identify and animal and call attention to the plight describe “yourself,” comment on of that endangered species. where you live, what the weather is like, and on what you need to survive.
ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Create a multimedia public service Imagine a conversation that might announcement or advertisement to take place between the 2 different narrate the story of one particular endangered species. Identify and animal and call attention to the plight describe “yourself,” comment on of that endangered species. where you live, what the weather is like, and on what you need to survive.
ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Create a multimedia public service Imagine a conversation that might announcement or advertisement to take place between the 2 different narrate the story of one particular endangered species. Identify and animal and call attention to the plight describe “yourself,” comment on of that endangered species. where you live, what the weather is like, and on what you need to survive.
ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Create a multimedia public service Imagine a conversation that might announcement or advertisement to take place between the 2 different narrate the story of one particular endangered species. Identify and animal and call attention to the plight describe “yourself,” comment on of that endangered species. where you live, what the weather is like, and on what you need to survive.
Use Effective Instructional Strategies
Use Effective Instructional Strategies • Use target language for instruction. • Facilitate student-centered learning. • Ensure meaningful student-to-student and teacher-to- student communication • Integrate language, culture and content. • Differentiate instruction based on student need.
In Conclusion
In Conclusion
Reflection Now that you know about Backward Design, how could it change how you plan and present your lessons?
Reflection Now that you know about Backward Design, how could it change how you plan and present your lessons?

More Related Content

PPT
Session 4 transaction process
Jani Reddy
 
PPTX
Writer’s workshop edison and michigamme
Jennifer Evans
 
PPTX
Redesigning the English curriculum
David Didau
 
PPTX
Spontaneous talk slideshare
Chris Fuller
 
PDF
Getting Writing Right
David Didau
 
PPTX
TLA Berkhamsted - Anatomy of an outstanding lesson
David Didau
 
PPTX
University quilmes, design process, nov 13 final
Cathleen Galas
 
PPTX
English & Media Centre course
David Didau
 
Session 4 transaction process
Jani Reddy
 
Writer’s workshop edison and michigamme
Jennifer Evans
 
Redesigning the English curriculum
David Didau
 
Spontaneous talk slideshare
Chris Fuller
 
Getting Writing Right
David Didau
 
TLA Berkhamsted - Anatomy of an outstanding lesson
David Didau
 
University quilmes, design process, nov 13 final
Cathleen Galas
 
English & Media Centre course
David Didau
 

What's hot (11)

PPTX
Writer’s workshop crull
Jennifer Evans
 
PPTX
Audience research
Naamah Hill
 
PPT
Powerpoint #1 chd 205
VALRC
 
PPTX
Putting the "I" in Innovation: A Crash Course in Design Thinking
Society of Women Engineers
 
PPTX
Lesson 5 the proposal part 1
Heath Park, Wolverhampton
 
PPT
Trick Out My PowerPoint Episode 1 (Original)
Brian Washburn
 
PPTX
C1 y10.6 evaluation.1
Gareth Hill
 
PDF
PBL Keynote - The How and Why of PBL
Jon Corippo
 
PPT
Statement of explanation expository compare contrast
Ty171
 
PDF
Kanchan Thadani_Assessments for Life: A Project based Approach
Teach_For_India_Hyd
 
PPTX
Creative Media Y1 Unit 3 Review (1)
Herbie nelson
 
Writer’s workshop crull
Jennifer Evans
 
Audience research
Naamah Hill
 
Powerpoint #1 chd 205
VALRC
 
Putting the "I" in Innovation: A Crash Course in Design Thinking
Society of Women Engineers
 
Lesson 5 the proposal part 1
Heath Park, Wolverhampton
 
Trick Out My PowerPoint Episode 1 (Original)
Brian Washburn
 
C1 y10.6 evaluation.1
Gareth Hill
 
PBL Keynote - The How and Why of PBL
Jon Corippo
 
Statement of explanation expository compare contrast
Ty171
 
Kanchan Thadani_Assessments for Life: A Project based Approach
Teach_For_India_Hyd
 
Creative Media Y1 Unit 3 Review (1)
Herbie nelson
 
Ad

Similar to Understanding by Design (20)

PPTX
2015 ed psy 510 #2
Glenn E. Malone, EdD
 
PPT
Not Another Paper: Alternative Assessments with Technology
EdTechTeacher.org
 
PPT
Episode 1 any bright ideas 2 Film writing 101
Kriztine Viray
 
PPT
Revised vicencio differentiated instruction
Calabanga National High School
 
PPT
Unit 17 week 2
Disie
 
PDF
Kootenay Columbia - reading & writing with skill & passion
Faye Brownlie
 
PPTX
Revised Vicencio Differentiated Instruction.pptx
paite-balincaguing national high school
 
KEY
Intro + lesson 1 osaka pres. course
lcslidepresentations
 
PPT
CCFLT2011: integrating technology to enhance communication in the three modes
Toni Theisen
 
PDF
Developing Writing Skills from Sentence to Paragraphs.pdf
paulomotafilho5
 
PPT
Transform your training: the sequel
CLICLibraries
 
PDF
Bulkely valley nov general session 2013
Faye Brownlie
 
PDF
Creating Clarity and Establishing Truth
Abby Covert
 
PDF
English Language - Spoken Interaction Part 2
Goh Bang Rui
 
PPTX
Classroom Management in the Chinese classroom
Shaz Lawrence
 
PPTX
ISTE 2019: Digital Storytelling 101
The Source for Learning, Inc.
 
PPTX
Module 1 PBL Mini Series
Courtney Cunningham
 
PPT
Astd ice2012-ppt
Greg Rider
 
PDF
Pair writing: how to collaborate effectively with subject matter experts – Co...
Richard Ingram
 
PPTX
Academic Rigour and Engagement In The Chinese Classroom
Shaz Lawrence
 
2015 ed psy 510 #2
Glenn E. Malone, EdD
 
Not Another Paper: Alternative Assessments with Technology
EdTechTeacher.org
 
Episode 1 any bright ideas 2 Film writing 101
Kriztine Viray
 
Revised vicencio differentiated instruction
Calabanga National High School
 
Unit 17 week 2
Disie
 
Kootenay Columbia - reading & writing with skill & passion
Faye Brownlie
 
Revised Vicencio Differentiated Instruction.pptx
paite-balincaguing national high school
 
Intro + lesson 1 osaka pres. course
lcslidepresentations
 
CCFLT2011: integrating technology to enhance communication in the three modes
Toni Theisen
 
Developing Writing Skills from Sentence to Paragraphs.pdf
paulomotafilho5
 
Transform your training: the sequel
CLICLibraries
 
Bulkely valley nov general session 2013
Faye Brownlie
 
Creating Clarity and Establishing Truth
Abby Covert
 
English Language - Spoken Interaction Part 2
Goh Bang Rui
 
Classroom Management in the Chinese classroom
Shaz Lawrence
 
ISTE 2019: Digital Storytelling 101
The Source for Learning, Inc.
 
Module 1 PBL Mini Series
Courtney Cunningham
 
Astd ice2012-ppt
Greg Rider
 
Pair writing: how to collaborate effectively with subject matter experts – Co...
Richard Ingram
 
Academic Rigour and Engagement In The Chinese Classroom
Shaz Lawrence
 
Ad

Recently uploaded (20)

PDF
Hazard Identification & Risk Assessment .pdf
estagiarioprotegesms
 
PPTX
1st Inaugural Professorial Lecture held on 19th February 2020 (Governance and...
kawisojames10
 
PPTX
Unit 4 Skeletal System.ppt.pptxopresentatiom
umair817123
 
PPTX
Radiologic_Anatomy_of_the_Brachial_plexus [final].pptx
atiaruhi95
 
PDF
Chinmaya Tiranga quiz Grand Finale.pdf
Nitin Suresh
 
PPTX
Chinmaya Tiranga Azadi Quiz (Class 7-8 )
Nitin Suresh
 
PPTX
Orientation - ARALprogram of Deped to the Parents.pptx
JeromeTamayoSantiago1
 
PPTX
Introduction to Building Materials
Mrunali Vasava
 
PDF
LNK 2025 (2).pdf MWEHEHEHEHEHEHEHEHEHEHE
NielDestora
 
PDF
GENETICS IN BIOLOGY IN SECONDARY LEVEL FORM 3
ElishamichaelSamwel
 
PDF
Empowerment Technology for Senior High School Guide
solthereseamericandr
 
PDF
RTP_AR_KS1_Tutor's Guide_English [FOR REPRODUCTION].pdf
RobertMentino1
 
PDF
Weekly quiz Compilation Jan -July 25.pdf
Nitin Suresh
 
PDF
ChatGPT for Dummies - Pam Baker Ccesa007.pdf
Demetrio Ccesa Rayme
 
PDF
Classroom Observation Tools for Teachers
Nicaramirez
 
PDF
Practical Manual AGRO-233 Principles and Practices of Natural Farming
MilindKhedekar2
 
PPTX
UV-Visible spectroscopy..pptx UV-Visible Spectroscopy – Electronic Transition...
Samruddhi Khonde
 
PDF
IGGE1 Understanding the Self1234567891011
rhea22labucay
 
PDF
Complications of Minimal Access Surgery at WLH
mohitsuren827
 
PPTX
Introduction-to-Literarature-and-Literary-Studies-week-Prelim-coverage.pptx
EricaRamos80
 
Hazard Identification & Risk Assessment .pdf
estagiarioprotegesms
 
1st Inaugural Professorial Lecture held on 19th February 2020 (Governance and...
kawisojames10
 
Unit 4 Skeletal System.ppt.pptxopresentatiom
umair817123
 
Radiologic_Anatomy_of_the_Brachial_plexus [final].pptx
atiaruhi95
 
Chinmaya Tiranga quiz Grand Finale.pdf
Nitin Suresh
 
Chinmaya Tiranga Azadi Quiz (Class 7-8 )
Nitin Suresh
 
Orientation - ARALprogram of Deped to the Parents.pptx
JeromeTamayoSantiago1
 
Introduction to Building Materials
Mrunali Vasava
 
LNK 2025 (2).pdf MWEHEHEHEHEHEHEHEHEHEHE
NielDestora
 
GENETICS IN BIOLOGY IN SECONDARY LEVEL FORM 3
ElishamichaelSamwel
 
Empowerment Technology for Senior High School Guide
solthereseamericandr
 
RTP_AR_KS1_Tutor's Guide_English [FOR REPRODUCTION].pdf
RobertMentino1
 
Weekly quiz Compilation Jan -July 25.pdf
Nitin Suresh
 
ChatGPT for Dummies - Pam Baker Ccesa007.pdf
Demetrio Ccesa Rayme
 
Classroom Observation Tools for Teachers
Nicaramirez
 
Practical Manual AGRO-233 Principles and Practices of Natural Farming
MilindKhedekar2
 
UV-Visible spectroscopy..pptx UV-Visible Spectroscopy – Electronic Transition...
Samruddhi Khonde
 
IGGE1 Understanding the Self1234567891011
rhea22labucay
 
Complications of Minimal Access Surgery at WLH
mohitsuren827
 
Introduction-to-Literarature-and-Literary-Studies-week-Prelim-coverage.pptx
EricaRamos80
 

Understanding by Design

  • 1. Backward Design Understanding by Design SAILN Tier III - Summer 2011
  • 3. Backward Design* Essential Question: How do teachers create student-centered standards-based thematic units that engage all learners using Backward Design? *Sources: Understanding by Design and Toni Theisen STARTALK Summer 2011
  • 5. Backward Design What could “Backward Design” mean in a classroom? How could working backward change how instruction is organized and how students learn? Any ideas...
  • 6. Backward Design What could “Backward Design” mean in a classroom? How could working backward change how instruction is organized and how students learn? Any ideas...
  • 10. What is Backward Design?
  • 11. What is Backward Design? • The Backward Design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction.
  • 12. What is Backward Design? • The Backward Design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction. • “Keep the end in mind”
  • 13. What is Backward Design? • The Backward Design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction. • “Keep the end in mind” • The framework identifies three main stages:
  • 14. 3 Stages of Backward Design
  • 15. 3 Stages of Backward Design 1. Identify desired What will the students know, results understand and will be able to do? 2. Determine acceptable How will the students know evidence of learning when they have reached the goals? 3. Plan learning What do I need to do in the experiences and classroom to prepare them instruction for the assessment?
  • 16. Stage 1 - Identify Desired Results
  • 17. Stage 1 - Identify Desired Results • What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address?
  • 18. Stage 1 - Identify Desired Results • What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? • What is worth learning?
  • 19. Stage 1 - Identify Desired Results • What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? • What is worth learning? • What do students want to learn?
  • 20. Stage 1 - Identify Desired Results • What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? • What is worth learning? • What do students want to learn? • What is relevant?
  • 21. Stage 2 - Determine Evidence of Learning
  • 22. Stage 2 - Determine Evidence of Learning • How will we know if students have achieved the desired results and met the standards?
  • 23. Stage 2 - Determine Evidence of Learning • How will we know if students have achieved the desired results and met the standards? • What types of assessments do we design?
  • 24. Stage 2 - Determine Evidence of Learning • How will we know if students have achieved the desired results and met the standards? • What types of assessments do we design?
  • 25. Stage 2 - Determine Evidence of Learning • How will we know if students have achieved the desired results and met the standards? • What types of assessments do we design? • End of Program Performance Tasks
  • 26. Stage 2 - Determine Evidence of Learning • How will we know if students have achieved the desired results and met the standards? • What types of assessments do we design? • End of Program Performance Tasks • Other types of assessment and evidence of learning
  • 27. Stage 3 - Plan Learning Experiences and Instruction
  • 28. Stage 3 - Plan Learning Experiences and Instruction • What learning experiences, instructional strategies, activities, etc., will enable students to achieve the desired results? • What needs to be taught and how?
  • 32. Interpretive Mode • One-way • Comprehension of words, concepts, ideas, meaning of an entire piece • Exposed to lots of culturally authentic materials such as text, films, works of art, songs, poems, music videos, advertisements, etc.
  • 34. Sample Interpretive Tasks • listen with visuals • follow a route on a map • check-off items on a list when watching a video • draw what is described • use Twitter (or other social media) with class • create questions from a brochure, reading, etc. • brainstorm or guess meaning from a song • paraphrase a new article in native language • listen to a song and fill in words • take a poll after listening to a passage
  • 37. Interpersonal Mode • Two-way, spontaneous exchanges that involve negotiation of meaning • Unrehearsed • Can be based on information from the interpretive task.
  • 39. Sample Interpersonal Tasks • conversation about a visual, movie, etc. • ask for / give directions • talk with with others about family, friends, school, books, movies, video games, etc. • discuss news events of the day • debate an issue • make plans with a friend, family member, etc. • negotiate who does what chore, activity, who is on which team, etc. • telephone call • text messaging or e-mail with a friend or family member • respond to a letter or note
  • 42. Presentational Mode • Rehearse, revise, consult sources, and prepare ahead of time • Use language for real world purpose • Use language in new and different contexts.
  • 44. Sample Presentational Tasks • brochure, itinerary • design a survey, poll, report results • create a Wikispace, Facebook page, website • story, book or digital story • video, Podcasts • presentations, PowerPoints, movies, • skit or role-play • agenda, schedule • 3D model pr digital sketch • public service announcement, commercial, TV game show • design songs, plays, games
  • 46. What mode is it? 1 Prepare a poster about your favorite sport. Watch a movie trailer and write down the date 2 the movie opens 3 Talk about what to do on the weekend. 4 Send a text message to a friend Create a graphic organizer for new 5 vocabulary. Create a skit where you buy school supplies 6 at a store.
  • 47. What mode is it? 1 Prepare a poster about your favorite sport. Presentational Watch a movie trailer and write down the date 2 the movie opens 3 Talk about what to do on the weekend. 4 Send a text message to a friend Create a graphic organizer for new 5 vocabulary. Create a skit where you buy school supplies 6 at a store.
  • 48. What mode is it? 1 Prepare a poster about your favorite sport. Presentational Watch a movie trailer and write down the date 2 Interpretive the movie opens 3 Talk about what to do on the weekend. 4 Send a text message to a friend Create a graphic organizer for new 5 vocabulary. Create a skit where you buy school supplies 6 at a store.
  • 49. What mode is it? 1 Prepare a poster about your favorite sport. Presentational Watch a movie trailer and write down the date 2 Interpretive the movie opens 3 Talk about what to do on the weekend. Interpersonal 4 Send a text message to a friend Create a graphic organizer for new 5 vocabulary. Create a skit where you buy school supplies 6 at a store.
  • 50. What mode is it? 1 Prepare a poster about your favorite sport. Presentational Watch a movie trailer and write down the date 2 Interpretive the movie opens 3 Talk about what to do on the weekend. Interpersonal 4 Send a text message to a friend Interpersonal Create a graphic organizer for new 5 vocabulary. Create a skit where you buy school supplies 6 at a store.
  • 51. What mode is it? 1 Prepare a poster about your favorite sport. Presentational Watch a movie trailer and write down the date 2 Interpretive the movie opens 3 Talk about what to do on the weekend. Interpersonal 4 Send a text message to a friend Interpersonal Create a graphic organizer for new Interpretive 5 vocabulary. Create a skit where you buy school supplies 6 at a store.
  • 52. What mode is it? 1 Prepare a poster about your favorite sport. Presentational Watch a movie trailer and write down the date 2 Interpretive the movie opens 3 Talk about what to do on the weekend. Interpersonal 4 Send a text message to a friend Interpersonal Create a graphic organizer for new Interpretive 5 vocabulary. Create a skit where you buy school supplies 6 Presentational at a store.
  • 53. What is an Integrated Performance Assessment?
  • 54. What is an Integrated Performance Assessment? • The IPA begins when learners are asked to acquire information through an Interpretive Mode task. • Then, learners react to that information by interacting with others through the Interpersonal Mode. • Finally, learners create a product in the Presentational Mode that incorporates information acquired through the other two modes.
  • 56. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance.
  • 57. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance.
  • 58. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 2. Interpersonal Communication Phase After receiving feedback, students engage in communication about a particular topic which relates to the interpretive text. This phase can be audio- or videotaped.
  • 59. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 2. Interpersonal Communication Phase After receiving feedback, students engage in communication about a particular topic which relates to the interpretive text. This phase can be audio- or videotaped.
  • 60. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Students engage in the presentational After receiving feedback, students mode by sharing their research/ideas/ engage in communication about a opinions. Samples presentational particular topic which relates to formats: speeches, drama, skits, radio the interpretive text. This phase broadcasts, posters, brochures, can be audio- or videotaped. podcasts, websites, etc.
  • 61. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Students engage in the presentational After receiving feedback, students mode by sharing their research/ideas/ engage in communication about a opinions. Samples presentational particular topic which relates to formats: speeches, drama, skits, radio the interpretive text. This phase broadcasts, posters, brochures, can be audio- or videotaped. podcasts, websites, etc.
  • 62. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Students engage in the presentational After receiving feedback, students mode by sharing their research/ideas/ engage in communication about a opinions. Samples presentational particular topic which relates to formats: speeches, drama, skits, radio the interpretive text. This phase broadcasts, posters, brochures, can be audio- or videotaped. podcasts, websites, etc.
  • 63. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Students engage in the presentational After receiving feedback, students mode by sharing their research/ideas/ engage in communication about a opinions. Samples presentational particular topic which relates to formats: speeches, drama, skits, radio the interpretive text. This phase broadcasts, posters, brochures, can be audio- or videotaped. podcasts, websites, etc.
  • 64. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information and interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Students engage in the presentational After receiving feedback, students mode by sharing their research/ideas/ engage in communication about a opinions. Samples presentational particular topic which relates to formats: speeches, drama, skits, radio the interpretive text. This phase broadcasts, posters, brochures, can be audio- or videotaped. podcasts, websites, etc.
  • 66. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal.
  • 67. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal.
  • 68. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 2. Interpersonal Communication Phase Imagine a conversation that might take place between the 2 different endangered species. Identify and describe “yourself,” comment on where you live, what the weather is like, and on what you need to survive.
  • 69. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 2. Interpersonal Communication Phase Imagine a conversation that might take place between the 2 different endangered species. Identify and describe “yourself,” comment on where you live, what the weather is like, and on what you need to survive.
  • 70. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Create a multimedia public service Imagine a conversation that might announcement or advertisement to take place between the 2 different narrate the story of one particular endangered species. Identify and animal and call attention to the plight describe “yourself,” comment on of that endangered species. where you live, what the weather is like, and on what you need to survive.
  • 71. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Create a multimedia public service Imagine a conversation that might announcement or advertisement to take place between the 2 different narrate the story of one particular endangered species. Identify and animal and call attention to the plight describe “yourself,” comment on of that endangered species. where you live, what the weather is like, and on what you need to survive.
  • 72. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Create a multimedia public service Imagine a conversation that might announcement or advertisement to take place between the 2 different narrate the story of one particular endangered species. Identify and animal and call attention to the plight describe “yourself,” comment on of that endangered species. where you live, what the weather is like, and on what you need to survive.
  • 73. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Create a multimedia public service Imagine a conversation that might announcement or advertisement to take place between the 2 different narrate the story of one particular endangered species. Identify and animal and call attention to the plight describe “yourself,” comment on of that endangered species. where you live, what the weather is like, and on what you need to survive.
  • 74. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 3. Presentational Communicative 2. Interpersonal Communication Phase Phase Create a multimedia public service Imagine a conversation that might announcement or advertisement to take place between the 2 different narrate the story of one particular endangered species. Identify and animal and call attention to the plight describe “yourself,” comment on of that endangered species. where you live, what the weather is like, and on what you need to survive.
  • 76. Use Effective Instructional Strategies • Use target language for instruction. • Facilitate student-centered learning. • Ensure meaningful student-to-student and teacher-to- student communication • Integrate language, culture and content. • Differentiate instruction based on student need.
  • 79. Reflection Now that you know about Backward Design, how could it change how you plan and present your lessons?
  • 80. Reflection Now that you know about Backward Design, how could it change how you plan and present your lessons?

Editor's Notes