BACKWARD DESIGNThe understanding by design unit planning process

Desired Results

Acceptable Evidence

Learning Experience

Today you will be able to: List 3 reasons why backward design

is excellent Explain the 3 stages of backward

design Generate essential questions Create basic unit plans using a UbD

template

What works in Curriculum Design?

Think about a unit that your students really connected with and performed at a high level. What made it so successful?

Why go Backward?

Why go Backward?

Group 1 (p.13) What not to Teach – Who designs curriculum? Create an quick acrostic for Teach to summarize this.

Group 2(p. 14 ) First things first – Create a human sculpture to show us what comes first

Group 3 (p. 15) What’s wrong with focusing on content? Select a quote from this passage to share with us. Share a brief summary off your groups thoughts

on the quote.

Three design stages

• Standards• Essential

Questions • Enduring

Understandings

Desired Results

• Assessments• Six Facets of

Understanding

Acceptable Evidence • Lessons

• WHERETO Integration

Learning Experience

• Standards• Essential

Questions • Enduring

UnderstandingsDesired Results

Create goals as you examine:

• Content standards

• Unit objectives

• Desired learning outcomes

Are at the heart of the curriculum

Provoke inquiry

Stimulate rethinking of big ideas

Essential Questions Do not

have simple answers

Are not trivial

Essential Questions

• Standards• Essential

Questions • Enduring

UnderstandingsDesired Results

Essential Question Samples:

• PE – Who is a winner?

• Reading – How do you read between the lines?

•Math – What do the best problem solvers do?

• History – What can we genuinely infer from artifacts?

Think of a unit you are familiar with –

Draft an essential question for that unit and share it with someone.

• Assessments• Six Facets of

Understanding

Acceptable Evidence

How will I know students have achieved the desired results?

Create or adapt tests and quizzes that directly

relate to desired results.

Generate performance based assessments that

allow students to showcase the desired results. Use GRASPS

• Lessons• WHERETO

Integration

Learning Experience

Plan learning experiences that ultimately equip your students to demonstrate desired results.

WHERETO?

Where is it going?Hook the studentsExplore and equipRethink & reviseExhibit & evaluateTailor to your students (ESL, learning styles, intelligences)Organize for maximum effectiveness

Workshop 2

Wednesday September 9, 2009

Standards

•Students will be able to select and use tools and instruments to conduct scientific activities.

•Students will understand how key features of the earth influence climate, weather, and the water cycle.

•Describe the steps of the water cycle.

•Keep records of investigations and observations and not alter the records.

Students

will know

•The steps of the water cycle including vocabulary (condensation, evaporation, precipitation)

•How water is treated and disposed of in developed countries

•How and why water should be conserved

Students

will be

able to

•Create and explain a model of the water cycle

•Record family water use and present solutions on water conservation in their homes

•Calculate water savings when conservation methods are used

Brief explanation of content

Copy/Paste AERO

Desired outcomes – Action words

Creating Performance Assessments

Students will be able

to

• Create and explain a model of the water cycle• Record family water use and present solutions on water conservation in

their homes• Calculate water savings when conservation methods are used

Evid

en

ce

•The water cycle

•How and why we should conserve

Explain

•Data from home study to determine savings over time

Interpret

•Studying water use and determine ways to save water

Apply by

•People who live in arid areas with little precipitation

See from the point of view

•Lawmakers who try to protect the environment

Empathize with

•Personal and family water and resource use

Reflect on

• The water cycle• How and why we should conserveExplain

• Data from home study to determine savings over time

• Studying water use and determine ways to save waterApply by

Interpret

Ass

ess

ments

should

in

clude

Water Cycle•Create and present a detailed

poster•Explain the water cycle to younger

class

Personal Use•Record personal water use to

calculate use of water in one household over time (1 wk, 1mo, 1yr, 10yrs)

Conservation•How can you save water in your

home•Record and graph water savings

over time with use of technology

Goal: Serve as Eco-friendly model for your city

Role: Your family has been chosen to serve as a model family for the city’s new Eco-friendly initiative

Audience: City wide television audience

Situation: The mayor has asked you to monitor and calculate your family’s average weekly water use and consider ways that you can conserve. Come up with a conservation plan and calculate the savings over time (1 wk, 1 mo, 1yr, 10yrs)

Product (performance & purpose): Conduct the water use study and report your findings in a graph. Determine the best ways that your family can save water. Choose methods that can be reasonably used in your home and figure out how much water can be saved over time when these methods are used.

Standards for Success:• Choose conservation methods that you can really use• Create a colorful graphs that are accurate and labeled

correctly

Other assessments

Vocabulary quiz (precipitation, condensation, evaporation, transpiration etc.)

Learning and Reflection Journal Critical thinking Question

How can this process be used with other resources?

Let’s Review

Jeopardy