Designing Learning Experiences for Teachers, Students, and the Public An Introduction to the...
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Transcript of Designing Learning Experiences for Teachers, Students, and the Public An Introduction to the...
Designing Learning Experiencesfor Teachers, Students, and the Public
An Introduction to the Principles of “Backwards Design”
Time for a Test• A test item on a national 8th grade mathematics
assessment:
"How many buses does the army need to transport 1,128 soldiers if each bus holds 36
soldiers?"• Almost one-third of the 8th graders answered the
question, "31 remainder 12" (Schoenfeld, 1988, p. 84).
Why?
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. CoveyThe Seven Habits of Highly Effective People
What would we accept as evidence that learners have
attained the desired understandings and
proficiencies?
Understanding by Design, by Jay McTighe and Grant P. Wiggins, 1998Prentice Hall Publishing, ISBN 013093058X
What would we accept as evidence that learners have attained the desired understandings and proficiencies -
BEFORE proceeding to plan teaching and learning experiences?
June 28, 2003
M-Day
What would we accept as evidence that learners
have attained the desired understandings and
proficiencies?
What are the questions?
How do you want the participants to be
DIFFERENT as a result of attending M-Day?(knowledge, attitudes, skills)
Establishing Curricular Priorities
THREE REALMS• Worth being familiar with: What do we want
learners to read, view, research and otherwise encounter?
• Important to know & do: Mastery required at this level. Important knowledge (facts, concepts, & principles) and skills (processes, strategies, & methods).
• "Enduring" understanding: What we want learners to "get inside of."
Essential Questionscannot be answered in a single sentence
• Is there enough to go around (e.g., food, clothes, water)? • Is history a history of progress? • Does art reflect culture or shape it? • Are mathematical ideas inventions or discoveries? • Must a story have a beginning, middle, and end? • When is a law unjust? • Is gravity a fact or a theory? • What do we fear? • Who owns what and why? • Is biology destiny?
Clarifying Questions
Filter 1: To what extent does the idea, topic, or process represent a "big idea" having enduring value beyond the classroom?
Filter 2 : To what extent does the idea, topic, or process reside at the heart of the discipline?
Filter 3 : To what extent does the idea, topic, or process require uncoverage?
Filter 4 : To what extent does the idea, topic, or process offer potential for engaging students?
Backwards Design
• What is worthy and requiring of understanding?
• What is evidence of understanding?
• What learning experiences and teaching promote understanding, interest, and excellence?
Resources
• Understanding by Design, by Jay McTighe and Grant P. Wiggins, 1998, Prentice Hall Publishing, ISBN 013093058X
• http://www.ascd.org/readingroom/books/wiggins98book.html
• http://www.pgcps.pg.k12.md.us/~croom/understanding_by_design.htm