Backward PlanningBackward Planning

Center for the Education and Center for the Education and Study of Diverse PopulationsStudy of Diverse Populations

Essential Question:Essential Question:

How do we plan engaging, authentic How do we plan engaging, authentic teaching and learning that is teaching and learning that is meaningful to our students?meaningful to our students?

Guiding Question:Guiding Question:

How does high stakes testing, AMOs, How does high stakes testing, AMOs, meeting the needs of our EPSS meeting the needs of our EPSS influence what we have been doing influence what we have been doing as we plan teaching and learning?as we plan teaching and learning?

SWOTSWOT

Weaknesses

Opportunities

Threats

Strengths

AuthenticPractices

Ten Common PrinciplesTen Common Principles

1.1. Focus on students using their minds wellFocus on students using their minds well

2.2. Less is more (limited # of essential knowledge & skills)Less is more (limited # of essential knowledge & skills)

3.3. All students achieve in their own time and wayAll students achieve in their own time and way

4.4. Learning is personalizedLearning is personalized

5.5. Student as worker, teacher as coachStudent as worker, teacher as coach

6.6. Students demonstrate mastery through performanceStudents demonstrate mastery through performance

7.7. Tone of decency with high expectationTone of decency with high expectation

8.8. Staff as generalistsStaff as generalists

9.9. Commitment to changeCommitment to change

10.10. Honor democratic diversity Honor democratic diversity

Overview of Backward PlanningOverview of Backward Planning

1. Where do we want students to go?1. Where do we want students to go?

2. How will we know they know?2. How will we know they know?

3. How will we help them get there?3. How will we help them get there?

Historically, how did we decide what Historically, how did we decide what to teach?to teach?

Pair Share with a person you are Pair Share with a person you are sitting besidesitting beside

Group ShareGroup Share

Your Ideas:Your Ideas:

How do you know what’s relevant How do you know what’s relevant or engaging for your students?or engaging for your students?

Pair SharePair Share Group ShareGroup Share

Your IdeasYour Ideas

ConceptsConcepts

How can teachers take what we find is How can teachers take what we find is relevant and meaningful to our relevant and meaningful to our students and use the required students and use the required concepts for teaching and learning?concepts for teaching and learning?

Your Ideas:Your Ideas:

ConceptsConcepts

BroadBroad UniversalUniversal TimelessTimeless

Examples:Examples:

BeautyBeauty ChangeChange CourageCourage FreedomFreedom PatternsPatterns HappinessHappiness Rights/ResponsibilitiesRights/Responsibilities

Engaging RelevanceEngaging Relevance

How do you connect topics to How do you connect topics to student relevance?student relevance?

Your Ideas:Your Ideas:

START BY BRAINSTORMING WITH START BY BRAINSTORMING WITH STUDENTSSTUDENTS

Essential QuestionsEssential Questions

What do you think they are?What do you think they are?

Share in double pair-share groups.Share in double pair-share groups.

Your Ideas:Your Ideas:

Essential QuestionsEssential Questions

Address the essence of what you Address the essence of what you want to teachwant to teach

Concept basedConcept based Require rigorous thinking Require rigorous thinking Are open endedAre open ended Generate personalized interestGenerate personalized interest Reflect the REAL WORLD of studentsReflect the REAL WORLD of students

Example:Example:

How is the quality of the water where I How is the quality of the water where I live affected by what I do in my live affected by what I do in my environment?environment?

Your Examples:Your Examples:

Guiding QuestionsGuiding Questions

Provide part of the answer to the Provide part of the answer to the essential questionessential question

Are student focusedAre student focused Can provide the topic for learning Can provide the topic for learning

sectionssections Require students to acquire Require students to acquire

knowledge, skills and understandingknowledge, skills and understanding

Examples:Examples:

Where does our water come from?Where does our water come from? What do I do that is good for water?What do I do that is good for water? What can each of us do to support What can each of us do to support

our water system?our water system?

Standards Based DesignStandards Based Design

Select grade level benchmarks Select grade level benchmarks connected to the :connected to the :

*Concept*Concept

*Essential question*Essential question

*Guiding questions *Guiding questions

These are the big ideas which we call These are the big ideas which we call essential learnings or learning essential learnings or learning targets.targets.

Performance StandardsPerformance Standards

Under each Benchmark are the Under each Benchmark are the performances your students can use performances your students can use for practice to hit the learning for practice to hit the learning targets.targets.

AssessmentAssessment

Based on the learning targets and Based on the learning targets and relevant performances, how do you relevant performances, how do you know they know?know they know?

Discuss in groupsDiscuss in groups

Your Ideas:Your Ideas:

Examples:Examples:

Use real settingsUse real settings Require students to address an Require students to address an

audienceaudience Base the purpose on the audienceBase the purpose on the audience Allow students to personalize the Allow students to personalize the

tasktask Students know the task, the learning Students know the task, the learning

target and criteria in advancetarget and criteria in advance

Authentic AssessmentsAuthentic Assessments

Are realisticAre realistic Require thinkingRequire thinking Ask students to DO learningAsk students to DO learning Are complexAre complex Take advantage of learning Take advantage of learning

opportunitiesopportunities

So how do you get there?So how do you get there?

Discuss in groupsDiscuss in groups

Your ideas:Your ideas:

Possibilities:Possibilities:

Based on the performance standards, Based on the performance standards, decide what significant tasks will support decide what significant tasks will support learning of your studentslearning of your students

Plan opportunities to practicePlan opportunities to practice Decide how to asses progress (pencil and Decide how to asses progress (pencil and

paper tests, mini-demonstrations, paper tests, mini-demonstrations, observations, self assessment, group observations, self assessment, group assessment, written responses, etc.)assessment, written responses, etc.)

Where do we go from here?Where do we go from here?

Action planAction plan

Lesson plan templateLesson plan template

Time for planningTime for planning

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You can lead a horse to You can lead a horse to water but you can’t water but you can’t make them drink. If the make them drink. If the horse becomes thirsty, horse becomes thirsty, however, he will eat however, he will eat sand from your hand.sand from your hand.