Backward Mapping... beginning with the end in mind... NSW Department of Education & Training NSW Public Schools – Leading the Way With Acknowledgement to Angela Byron, Tracy Considine and Maria Sotiropoulous

NSW Department of Education & Training NSW Public Schools – Leading the Way Where are we heading? “If the ladder is not leaning against the right wall, every step we take gets us to the wrong place faster.”

NSW Department of Education & Training NSW Public Schools – Leading the Way What is backward mapping? A framework used to improve curriculum design in order to develop and deepen students’ understanding.

NSW Department of Education & Training NSW Public Schools – Leading the Way Where did it come from? Jay McTighe & Grant Wiggins “Understanding by Design”

NSW Department of Education & Training NSW Public Schools – Leading the Way Why the backward mapping framework? Without building courses ‘backward’ from key tasks, big ideas and performance standards, there are no clear priorities. Wiggins & McTighe ‘05

NSW Department of Education & Training NSW Public Schools – Leading the Way Why the backward mapping framework? By thinking through the assessment upfront, we ensure greater alignment of our goals and therefore teaching is focused on the desired results.

NSW Department of Education & Training NSW Public Schools – Leading the Way Backward Mapping Framework Stage 1: Desired Results Stage 2: Assessment Evidence Stage 3: Learning Plan

NSW Department of Education & Training NSW Public Schools – Leading the Way Assessment Evidence Learning Activities Understandings Essential Questions s t a g e 2 s t a g e 3 Standard(s): s t a g e 1 PerformanceTask(s):Other Evidence: What are the big ideas? What’s the evidence? Assessment Evidence How will we get there? Unpack the content, and focus on big ideas Analyse multiple sources of evidence, aligned with Stage 1 Plan the learning experiences implied from Stages 1 & 2 The “big ideas” of each stage

NSW Department of Education & Training NSW Public Schools – Leading the Way Desired Results

NSW Department of Education & Training NSW Public Schools – Leading the Way nice to know foundational knowledge and skills ‘big ideas’ and core tasks worth exploring in depth Wiggins & McTighe 2005

NSW Department of Education & Training NSW Public Schools – Leading the Way Identifying the BIG IDEAS

NSW Department of Education & Training NSW Public Schools – Leading the Way Concept You’ve got to go below the surface...

NSW Department of Education & Training NSW Public Schools – Leading the Way to uncover the really ‘big ideas.’

NSW Department of Education & Training NSW Public Schools – Leading the Way Assessment Evidence How will we know if students have achieved the desired results and met the syllabus standards? What will we accept as evidence of student understanding and proficiency?

NSW Department of Education & Training NSW Public Schools – Leading the Way Assessment Evidence

NSW Department of Education & Training NSW Public Schools – Leading the Way GRASPS Goal Role Audience Situation Performance Standards

NSW Department of Education & Training NSW Public Schools – Leading the Way Plan learning experiences and instruction What knowledge will students need to perform effectively? What activities will be needed to allow students to construct their own learning? What will need to be taught?

NSW Department of Education & Training NSW Public Schools – Leading the Way Learning experiences must be EFFECTIVEEFFECTIVE E N G A G I N G

NSW Department of Education & Training NSW Public Schools – Leading the Way How does this align to our Quality Teaching targets for this project? Focuses on developing deep knowledge and deep understanding through careful planning of learning experiences Focuses on deep understanding through consideration early in the process of the anticipated evidence of learning Focuses on high expectations through designing authentic assessment task with explicit quality criteria negotiated with students

NSW Department of Education & Training NSW Public Schools – Leading the Way Starting your planning W Where are we headed? H How will the student be ‘hooked’? E What opportunities will there be to experience and explore key ideas? R What will provide opportunities to rethink, rehearse, refine and revise? E How will students evaluate their work? T How will the work be tailored to individual needs, interests and styles? O How will the work be organised for maximum engagement and effectiveness?

NSW Department of Education & Training NSW Public Schools – Leading the Way Quality Teaching Model What do we want the students to learn? Why does this learning matter? How will they demonstrate their learning? How well do we expect them to do it?

NSW Department of Education & Training NSW Public Schools – Leading the Way In the words of Covey... “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” Stephen R Covey, “The Seven Habits Of Highly Effective People”

NSW Department of Education & Training NSW Public Schools – Leading the Way All I really need to know about curriculum change, I learned from the Story of Noah’s Ark!!! In conclusion …

NSW Department of Education & Training NSW Public Schools – Leading the Way Noah’s lessons …. Don’t miss the boat! Don’t forget we’re all in the same boat Planning is important – it wasn’t raining when Noah built the ark Don’t listen to critics – just get on with what has to be done For safety’s sake, travel in pairs (teams) Build your future on high ground Speed isn’t always an advantage; after all the snails were on the same ark with the cheetahs.

NSW Department of Education & Training NSW Public Schools – Leading the Way And finally, remember …. The ark was built by amateurs …. the Titanic was built by professionals!