Backward Design Model for Professional Development

By: Clay Nolan

Advisor: Dr. Marilyn Howe

What Is the Backward Design Model?

Designing with the end in mind

Involves 3 Stages– Stage 1: Desired Results– Stage 2: Assessment Evidence– Stage 3: Action Plan

Stage 1: Desired Results

Goal(s):

Understanding(s): Essential Question(s):

Knowledge: Skills:

Stage 2: Assessment Evidence

Direct Evidence: Indirect Evidence:

Stage 3: Action Plan

Person(s) Responsible:

Time Frame:

Key Actions:

Professional Development Plan

Principal planned

Increase student achievement in mathematics

Introduce math teaching strategy

Math Strategy

Children’s literature– Motivation– Provides connections– Think critically– Math-related– Math-concepts

Stage 1: Desired Results

Goal(s):

By the end of the professional development experience, the elementary math teachers will learn and see that an appropriate strategy for teaching students math is by connecting the content taught with children’s literature. This will allow the students to understand mathematics better and ultimately to increase student achievement.

Understanding(s): The teachers will understand that:

Literature motivates the students to learn.

Using literature enhances the student’s experience in math.

Making interdisciplinary connections is important.

Essential Question(s):

How can children’s literature help our students to understand math concepts?

Why should the story being read be children’s literature first before math?

Are interdisciplinary connections important for our students?

 

Knowledge: The teachers will need to know:

Text-to-self, text-to-text, and text-to-world connections.

Types of children’s literature.

Activities that help understanding of the idea being taught.

Skills:

Connect story lines mathematics curriculum, self, and real-world.

Identify appropriate children’s literature.

Create hands-on extension activities to tie into the literature.

Stage 2: Assessment EvidenceDirect Evidence: Student attitudes towards math are more positive.

Student performance in math shows improvement.

Student improvement on PSSA scores.

Indirect Evidence:

Knowledge and understanding of the strategy.

Appropriate books are being used from the library.

Teachers asking math teachers for ideas about children literature books.

Lessons include activities instead of worksheets and book work.

Stage 3: Action Plan

Person(s) Responsible and Roles:

Teachers – uses the strategy appropriately.

Principal – presents the strategy to the teacher leaders for input, ideas, and strategies for implementation. Answers any questions. Member of the building cabinet.

Teacher Leaders – finds and suggests books that deal with the curriculum and is a spokesperson to the principal. Meets with the principal and Director of Curriculum as part of the building cabinet

Director of Curriculum – makes sure school district curriculum is aligned and sequenced effectively. Member of the building cabinet.

Time Frame and Key Actions:

First week of school (September): Initial meeting with the principal and Director of Curriculum.

End of September: Building Cabinet meeting

Early November: Teacher leaders meet with their grade level teachers

November: Implementation of strategy

December: Peer coaching and evaluations

January: Building Cabinet meeting to evaluate the strategy

January-April: Continuation of the strategy

April: PSSA Math Tests

Resources Gaston, J. (2008). A review and an update on using children’s

literature to teach mathematics. 4-9.

Hoban, T. (1987). 26 letters and 99 cents. New York City, NY: Greenwillow Books.

Shatzer, J. (2008). Picture book power: connecting children's literature and mathematics. The Reading Teacher,

61(8), 649-653.

Wiggins, G., McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Wood, A. (1995). The napping house. San Diego, CA: Harcourt Children's Books.