“Backward” Unit Design?

Lesson Planning #1  Open teacher’s edition.  Teach lesson.  Check off QCCs covered.

Lesson Planning #2  Go to Media Center.  Check out latest issue of “The Mailbox” magazine.  Select activity.  Teach/do activity.  Check off QCCs covered.

Planning “backwards”  What do I want my students to know and be able to do?  How will I know if my students know it and/or can do it?  What will need to be done to help my students learn the required knowledge?  What will I do when I have a student who doesn’t know it or can’t do it?

Why design backwards?  Clear expectations  Targets of performance  Focus on evidence of learning  Student achievement relative to the standards

Considerations  Time of year  Prior knowledge/previous exposure  Other issues

Step #1. What do I want my students to know and be able to do?  Standards and elements  “Unpack” the standard Identify “big ideas” Enduring Understandings/Essential Questions Prioritize EUs and EQs Knowledge and Skills

“Unpacking” a Standard  Identify “big ideas” Significant words and phrases Transfer to other contexts Serve as organizers for planning instruction Are conceptual; abstract

“Unpacking” a Standard  Enduring Understandings Statements Declarations of what we want students to understand “Students will understand that _________.”  Essential Questions Open ended “How” questions Revisitable

“Unpacking” a Standard  EUs and EQs Broad focus No “right” answer Designed to provoke and sustain student inquiry, while focusing learning and final performances Raise other important questions

“Unpacking” a Standard  Prioritize EUs and EQs Judgment call Which aspects we need to teach first Reflect on previously mentioned “considerations”

“Unpacking” a Standard  Knowledge and Skills What you want students to know, be able to do and understand by the end of this unit Topical – specific to the unit Overarching – can be used across units

Step #2. How will I know if my students know it and/or can do it?  Evidence of learning and understanding  Descriptive feedback about student performance  Match assessments with objectives  Variety of assessments Informal checks for understanding Observations and dialogues Tests and quizzes Academic prompts Performance tasks Student self-assessments

Step #3. What will need to be done to help my students learn the required knowledge?  Instruction  Informed by assessments  Identify resources  Plan unit and sequence of lessons

Step #4. What will I do when I have a student who doesn’t know it or can’t do it?  Differentiation  Reteach  Remediate