3 Stages of Backward Design 1. Identify desired results. 2. Determine acceptable evidence. 3. Plan learning experiences & instruction.

Stage 3: Aligning Lessons and Activities to Stages 1 & 2 We must address all the elements in Stage 1 We have to prepare students to be successful on the performance tasks (G.R.A.S.P.S.) and other assessment evidence Activities and lessons must be meaningful and engaging and address the needs of diverse learners

Best Design Exercise Think of a really well designed learning experience you have encountered? Focus on the lesson design (the tasks, goals, methods, sequence, resources used, assessments, etc.) – not your interests or the talents of the teacher.

Focus on Design Features “He made us feel safe.” “I was really interested in the topic.” “Great group of learners.” “Wonderful site” not…

The “BEST” Design Part I Individual reflection & writing Part II Share examples w/ group Listen for common elements Part III Generalize with your group “The best designs…”

Organize Lessons by W.H.E.R.E.T.O. W =Where are we headed? H =How will I “hook” my students? E =Equip, Experience, and Explore R = Rethink, Rehearse, Refine and Revise E =Evaluate their own learning T = Tailor to Different Needs O = Organize by days

“W” from the students’ perspective How will you help students know where they have come from: assess prior knowledge and interests; and where they are headed and why: orient them toward purpose of work, key assignments, performance tasks, and the criteria by which their work will be judged?

H = “hook” the students How will you hook and hold the student through engaging and thought-provoking experiences (issues, oddities, problems, or challenges) that point toward big ideas, essential questions, and performance tasks?

H ook the student via... weird facts/ anomalies problems/ challenges issue/ controversy perspective shift(s ) humor emotional connection Hooks

“E” = experience, explore, and equip What learning experiences will help students to explore the big ideas and essential questions? What instruction is needed to equip students for their final performance(s)?

“R” = reflect, rethink, revise and refine How will you cause students to reflect & rethink to dig deeper into the core ideas? How will you guide students in revising and refining their work based on feedback and self-assessment?

Re thinking moves... shift perspective play Devil’s advocate conduct research argue/ debate examine alternatives explore weaknesses Rethink

Encouraging Self Evaluation, Reflection and Goal Setting F What do you really understand about ___? F What are you most proud of? F How could you improve ___? F What would you do differently next time? F What grade do you deserve? Why? F How does what you’ve learned connect to previous learnings? … the real world?

Three-Minute Pause At your table… 4 summarize key points. 4 add your own thoughts.  pose clarifying questions.

KEY Learning Principles that the students will engage in during the lessons (AMT). Acquire Information Construct Meaning Transfer

Acquisition, Meaning Making, or Transfer???

Acquire Information Acquisition does not yield understanding; it is necessary but no sufficient.

Most Common Acquisition Strategies Lectures Demonstrations Readings Show models/exemplars Direct instruction

Creating Meaning Making Meaning making begins and unfolds not so much with lessons but with questions and challenges to our current understandings.

Meaning Making Strategies Identifying Similarities and Differences Summarizing Nonlinguistic representations Reciprocal teaching Reflection prompts Problem-based learning

Transfer How should I apply my prior facts, skills, and ideas effectively in this particular situation? The situation is new and uncharted

Typical Transfer Activities Complete a product or performance assessment task that is authentic Select and use problem-solving and decision making strategies previously learned in new and unique situations Create… design… solve… trouble shoot…

TASK: Independently…. Brainstorm the 10 most commonly used instructional strategies in your classroom. Write them down on a piece of paper!

Is is A. M. or T???? Students practice tying their shoes Students draw/speak the steps of lace tying Students discuss the pros and cons of laces vs. velcro and different methods of tying Students teach others to tie rope or ribbons

Now, go back to your list and label them accordingly (A) Acquisition (M) Meaning Making (T) Transfer

Do your most commonly used strategies reflect a balance of A, M, and T? If not, where do you need to focus? Where might you plan to adjust, if anywhere?

Start with a calendar It’s best to visualize your unit’s lessons in a calendar format first. After examining Stages 1 and 2, begin jotting notes for key activities and planned assessments and place them in a given day.

The critical first three days of the unit The first 3 days of a unit are important to set the expectations and focus for the unit. Design the first 3 days to include a “W” and a “H”

Continuing your lesson and activity design Continue by examining each item in Stage 1 and design activities that directly relate to that benchmark. For instance… when and how will students acquire knowledge of key content terminology or specific skills? Continue listing activities until you have included all elements of Stage 1 and 2 on your lesson organizer.

Along the way… Review your list to make sure you have a balance of A, M, T activities and that you have incorporated W.H.E.R.E.T.O.