Backwards+Design

Backwards Design

media type="youtube" key="TdnkmQuwqis" height="364" width="445" media type="youtube" key="dUMJy59hDe4" height="364" width="445" Us this link to view, print, or download Jay McTighe's workbook using Backwards Design

Classroom Application of Backwards Design in a Standards-Based System:  *Collaboratively Identify State Indicators of Importance +indicators that align with unit +indicators that are tested +indicators that are the "big ideas" *Collaboratively Determine Meaning of Indicator +what does the learning "look like" for the indicator (what do the students need to be able to do) +what is the scope of the indicator (indicators are broken down by grade level, we only need to teach our indicator) +by teaching proper scope we ensure coverage of our indicators +review released questions from outside audit to gather full understanding of expectations set forth by state *Collaboratively Determine Scope and Sequence of Learninig +you are the expert, determine the logical flow of learning for your students (build conceptual learning) +this may change as unit progresses based on incoming student data (remain focused on learniing)

It is important to collaborate through this process to eliminate curricular gaps between classes and grade levels, as well as within. Check out the article by Schmoker and Marzano on "The Promise of a Standards-Based Education". They talk about identifying important learnings to keep our curriculum manageable - precisely why we need to focus on the learnings and identify and understand our indicators. If we are not fully aware of what our students need to learn, we cannot put together a quality standards-based curriculum.