part ii proficiency 101 - - - - - - - - - - - - introduce the backwards design process

Part IIProficiency 101 - - - - - - - - - - - - Introduce the

Backwards Design Process

Summer Institute (SI) 2012

Part II Objectives

By the end of Part II, I will be able to:• Explain the Backwards Design

process.• Describe the components of an

Integrated Performance Assessment (IPA).

• Begin to plan how the Proficiency 101 Lesson Plan template and materials could be used in my local PD work.

Activity: Backwards Design Comic Strip Sort

SILENTLY . . .

1. Pull out a set of the comic strip frames from the Backwards Design Sort envelope at your table.

2. Put the images in order, 1-6, to create a plausible narrative.

Trip to Target – Frame 1

Trip to Target – Frame 2

Trip to Target – Frame 3

Trip to Target – Frame 4

Trip to Target – Frame 5

Trip to Target – Frame 6

Backwards Design

•… relates to a planning sequence for curriculum (Wiggins & McTighe, 1998; Sandrock, 2010)

1.Identify desired results 2.Determine acceptable evidence 3.Plan learning experiences and instruction

Proficiency 101 Project

Create a foundation of resources and PD content materials that will help teachers: – Understand the 8 proficiency levels

in the WLES

– Know how to teach to build proficiency

– Assess proficiency in the classroom

Proficiency 101 Team2011 – 2012 Team

1. Bertie County2. New Hanover3. Wake County4. Cumberland5. Winston-Salem/

Forsyth County6. Charlotte-

Mecklenburg Schools

7. American Renaissance Charter

8. Mitchell County3 IHE, 2 At-Large, and

others . . .

Collaboration

Author: Paul Sandrock

Co-editor: Lynn Fulton-Archer

Proficiency 101 Project

Highlights from 2011-2012• Blended approach

• Virtual book study

• P101 background information

• Review of RESA materials

• Creation of:– P101 Lesson Plan Template– SI 2012 Materials

Backwards Design

Let’s take a look at an example of Backwards

Design using the Proficiency 101

Lesson Plan Template

Backwards Design – Step 1Identify Desired Results

What is the TARGET?

What should students know, understand, and be able to do?“For learning languages, the target is using a new language to interpret, exchange, and present information and ideas”

(Sandrock, 2010, p. 11)

Backwards Design – Step 1Identify Desired Results

Established Goals

Enduring Understanding

McTighe & Wiggins, 1998, p. 10

Backwards Design – Step 1Identify Desired Results

Established GoalsACTFL National Standards

North Carolina World Language Essential

StandardsLocal Curriculum developed for different programs and

courses

McTighe & Wiggins, 1998, p. 10

Backwards Design – Step 1Identify Desired Results

Established Goals

Knowledge & SkillsLearning Targets

I can . . . I know . . .

McTighe & Wiggins, 1998, p. 10

Backwards Design – Step 1Identify Desired Results

Established Goals

Enduring Understandi

ngEssential

Questions Inquiry

Understanding Transfer of

Learning

McTighe & Wiggins, 1998, p. 10

Backwards Design – Step 1Identify Desired Results

Established Goals

Enduring Understanding

McTighe & Wiggins, 1998, p. 10

Backwards Design – Step 1

Let’s take a look at an example of Backwards

Design using the Proficiency 101

Lesson Plan Template

Backwards Design – Step 2Determine Acceptable Evidence

Think like an assessor, not an activity designer!

How will students demonstrate that they have met the target(s) for their proficiency level? – Formative assessment– Summative assessment

Backwards Design – Step 2Determine Acceptable Evidence

Integrated Performance Assessment or IPA

• Authentic• Performance-based• Related to the three modes of

communication (interpretive, interpersonal, presentational)

• Integrated • Show progress through stages of

proficiency• “Teaching to the test”

but in a positive sense . . .

Backwards Design – Step 2

Let’s take a look at an example of Backwards

Design using the Proficiency 101

Lesson Plan Template

Backwards Design - Step 3

Plan Learning Experiences & Instruction

What learning experiences and instruction will enable learner to achieve the desired results?

How will they get to where they’re going?

WHERE TO?

W-Where are we headed and WhyH-Hook and Hold attentionE-Equip with necessities to meet goalsR-Rethink, Reflect, ReviseE-Evaluate progress and self-assess

T-Tailored to individualsO-Organize to optimize understanding

McTighe & Wiggins

Proficiency 101 Video Clips

As we watch the P101 videos, think about how you would answer these questions:

1. What evidence in the video shows that students are hooked?

2. How do the activities in the video prepare the students for the end point?

3. How are the activities in the video tailored for individuals?

4. How is the instruction organized to help students gain deeper understanding?

Proficiency 101 Video Clips

Jennifer Solis

American Renaissance Charter School

7th Grade SpanishNovice Mid

Activity: Video Jigsaw Questions

Each table will discuss their answers to their assigned question:

1. What evidence in the video shows that students are hooked?

2. How do the activities in the video prepare the students for the end point?

3. How are the activities in the video tailored for individuals?

4. How is the instruction organized to help students gain deeper understanding?

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Activity: Video Jigsaw Questions

1 person at each table should record the group’s responses onscreen using a Word or Google doc.

Now let’s do a Gallery Walk of screens to see the responses.1 person remains with open computer!

Part II ReflectionPlease respond to these statements in your Penzu journal.

Yes, easily and well

Still one of my goals

1. I can explain the Backwards Design process.

2. I can describe the components of an Integrated Performance Assessment (IPA).

3. I can begin to plan how the Proficiency 101 Lesson Plan template and materials could be used in my local PD work.