BACKWARD DESIGN

Backward Design

 “Teachers are designers”

 An essential act of teaching is the crafting of

curriculum and learning experiences to meet
specified purposes

 Teachers are designers of assessments to

diagnose student needs to determine
whether goals have been achieved
 3 Stages of Backward Design

Identify
desired results.

Determine
acceptable
evidence

Plan learning
experiences
and instruction
 3 Stages of Backward Design
•This stage calls for clarity of
Identify desired
1 priorities.
results
•Consider the goals
•Examine established content
standards (national, state, district)
•Review curriculum expectations

•GOALS – MEET THE STANDARDS ( ESSENTIAL CONCEPTS)

• UNDERSTAND THAT….

• ESSENTIAL QUESTIONS…

• KNOW AND BE ABLE TO DO…

 3 Stages of Backward Design
•Think like an assessor
Determine •Validate if the desired learning has
2 acceptable been achieved
evidence •Consider how to determine if students
have attained the desired
understandings
EVIDENCE OF PERFORMANCE
STUDENT’S TASKS
ABILITY TO:
* CRITERIA
*EXPLAIN ESSENTIAL * RUBRICS
*INTERPRET QUESTIONS
*APPLY OTHER
•see IN PERSPECTIVE EVIDENCE (quiz,
•*EMPATHIZE tests,
* reveal SELF- observations,
KNOWLEDGE homework,
journals)
 3 Stages of Backward Design
•Think through the most appropriate
instructional activities
3 Plan
•Key questions: learning
experiences
What enabling knowledge and skills will and
students need in order to perform effectively instruction
and achieve desired results?

What activities will equip students with the

needed knowledge and skills?

What will need to be taught and coached,

and how should it be best taught, in light of
 Backward Design Template for Teachers
Stage 1- Desired Results
Established Goals:
•What relevant goals (eg. content standards, course or program objectives, learning
outcomes) will this design address.
Understandings: Essential Questions:
Students will understand that… •What provocative questions will foster
•What are the big ideas? inquiry, understanding, and transfer of
•What specific understandings about learning?
them are desired?
•What misunderstandings are
predictable?
Students will know… Students will be able to…
•What key knowledge and skills will
students acquire as a result of this unit?
•What should they eventually be able to
do as a result of such knowledge and
skills?
 Backward Design Template for Teachers

Stage 2- Assessment Evidence

Performance Tasks: Other Evidence:
•Through what authentic •Through what other
performance tasks will evidence (eg. quizzes, tests,
students demonstrate the academic prompts,
desired understandings? observations, homework,
•By what criteria will journals) will students
performances of demonstrate achievement of
understanding be judged? the desired results?
•How will students reflect
upon and self-assess their
learning?
 Backward Design Template
Stage 3- Learning Plan
for Teachers
Learning Activities:
What learning activities and instruction will enable students to achieve
the desired results? How will the design
W= Help the students know Where the nit is going and What is
expected? Help the teacher know Where the students are coming from
(prior knowledge, interests)?
H= Hook all students and Hold their interest?
E= Equip students, help them Experience the key ideas and Explore the
issues?
R= Provide opportunities to Rethink and Revise their understandings
and work?
E= Allow students to Evaluate their work and its implications?
T= Be Tailored (personalized) to the different needs, interests, and
abilities of learners?
O= Be Organized to maximize initial and sustained engagement as well
as effective learning?
Design Standards
 Offer criteria to use during development
and for quality control of completed unit
designs
 The standards contribute to design work in
three ways:
- As a reference point during design
- For use in self-assessment and peer reviews
of draft designs
- For quality control of completed designs
 The UbD Design Matrix
Key Design Design Filters (Design What the Final
Questions Considerations Criteria) Design
Accomplishes
Stage 1
•What are worthy •National •Focused on big •Unit framed
and appropriate standards ideas and core around enduring
results? •State standards challenges understandings
•What are the key •Local standards and essential
desired learnings? •Regional topic questions, in
•What should opportunities relation to clear
students come •Teacher expertise goals and
away and interest standards
understanding,
knowing and able
to do?
•What big ideas
can frame all
these objectives?
 The UbD Design Matrix
Key Design Design Filters What the
Questions Consideratio (Design Final Design
ns Criteria) Accomplishe
s
Stage 2
•What is •Six facets of •Valid, reliable, •Unit anchored
evidence of the understanding sufficient in credible and
desired results? •Continuum of useful evidence
•In particular, assessment of the desired
what is types results
appropriate
evidence of the
desired
understanding?
 The UbD Design Matrix
Key Design Design Filters (Design What the Final
Questions Considerations Criteria) Design
Accomplishes
Stage 3
•What learning •Research-based •Engaging and •Coherent learning
activities and repertoire of Effective, using the activities and
teaching promote learning and elements of teaching that will
understanding, teaching strategies WHERETO: evoke and develop
knowledge, skill, •Appropriate and •Where is it going? the desired
student interest, and enabling knowledge •Hook the students understandings,
excellence? and skill •Explore and equip knowledge, and
•Rethink and revise skill; promote
•Exhibit and interest; and make
evaluate excellent
•Tailor to student performance more
needs, interests and likely
styles
•Organize for
maximum
engagement and
effectiveness
WHOLE-BRAIN
EDUCATIONAL
DESIGN

CECILIA B. MANIKAN
JANUARY, 2012
21st Century Educational Leadership Model

Curriculum Leaning
Evaluation
Experiences
Educ and Materials
Design and
Philosophy
Development
V-M-O
Ideal Graduate
Training/Capab
Instructional ility
Supervision Building

Human Resource
Skills & Competencies,
Values & Attitudes
 WHOLE-BRAIN BACKWARD DESIGN

Global Workplace IDEAL GRADUATE 7 SELF-

MASTERY
EA END-STATES/
STANDARDS
VMO -Skills/Compet
encies
IA
-Values/Attitud
es

Learning Goals/
Objectives

ASSESSMENT Curriculum

Formative Materials Methods Design

Summative
 I. GOALS & OBJECTIVES
(7 Self-Mastery Skills Applied to
Academics, Social & Spiritual Values)
 Whole-Brain Objectives
7 Self-Mastery Skills APPLICATION:
IQ
• Learning To Think
• Learning to Do  ACADEMICS
IQ2
• Learning to Feel
EQ  SPIRITUAL
• Learning to Communicate FORMATION
• Learning to Intuit
• Learning to Lead  SOCIAL
• Learning to Be AQ RESPONSIBILITY
SQ
 THE 7 SELF-MASTERY SKILLS & 5Q’s
WITHIN THE QUADRANTS

A D
Analytical Holistic
LEARNING TO LEARNING TO
THINK (logically) THINK (creatively)
LEARNING TO LEARNING TO
COMMUNICATE LEARNING
INTUIT
TO LEAD

IQ AQ & SQ IQ2
LEARNING
TO BE

LEARNING TO DO LEARNING TO FEEL

B C
Sequential Emotional
EQ
WHOLE-BRAIN APPROACH
APPLIED TO BASIC
EDUCATION
 SCIENCE Grade I (LIVING & NON-LIVING THINGS)

End States THINK DO FEEL COMMUNI INTUIT LEAD BE

CATE
Understand Show love Express Able to
Foresee
God’s love for God gratitude to growth in Take initiative A young
express and
through all His through care God for all living things as in caring for steward
God differentiate
Creation and concern blessings an expression one’s things of God’s
Centered- the benefits
for His through His of God’s loving and resources Creation
ness coming
Creation Creation care through
from natural parents and
and man- environment
made
things.
Academic Understand Compare and Demonstrate Appreciate Infer the Encourage
Excellence the contrast proper care the things possibility of others to learn A
differences natural and of living and we get from having balance the different responsibl
between man-made non-living living and and harmony ways of e student
living and things things. non- living among living caring and
non- living
things. things protecting
things.
living and
non-living
things

Understand Take care of Value the Explain the Predict simple Influence A young
the role of love pets and contribution benefits cause and others to take protector
in building plants in of living and derived effect patterns part in of the
Socially strong school and non-living from of caring and protecting the environm
relationships at home things that natural and non-caring for living things ent
responsibl among families sustain and man-made the and non-living
e and friends. promote things environment things in their
community own simple
 Grade 3 - Basic Concepts of Fractions and Decimals

End States THINK DO FEEL COMMUNI INTUIT LEAD BE

CATE
Morally Understand A humble
Upright that each Perform Embrace Express Reflect how Recognize part of
(UNITAS) one is a one’s role and value the idea each one giftedness in the
fraction of as part of diversity as that one completes everyone whole
God’s God’s means to cannot be the whole but a gift
creation. family wholeness whole to
Each one is and unity without everyone
part of the God and
whole neighbor

Academical- Master Apply basic Appreciate Express Able to Encourage Precise

ly excellent concepts concepts of the ideas as estimate others to and
(VERITAS) of fractions fractions importance they relate simple participate in accurate
and and of accuracy to wholes quantitative math games learner
decimals decimals in as and values based involving
real life expressed fractions on fractions & fractions and
situations in fractions decimals decimals
and
decimals
Socially Under- Perform Promote Express Regard a Promote Young
responsible standing one’s task love and the need community unity through person
(CARITAS) one’s role as member respect of for working where cooperation for
in the of family, neighbors and everyone and others
community school, and helping feels a sense collaboration
community one of
another belongingnes
s
 Whole-Brain Goals of
CATHOLIC EDUCATION

A D
Analytical Holistic

CHRIST-
CENTERED

ACADMICALLY
ACADEMIC EXCELLENT CHRISTIAN

MASTERY SOCIALLY FORMATION

RESPONSIBLE

B C
Sequential SERVICE Emotional
TO LOCAL CHURCH &
COMMUNITY
 Whole-Brain Instructional Design

OBJECTIVES
(7 Self-Mastery Skills Applied to
Academics, Social & Spiritual
Values)

ASSESSMENT
CONTENT
Formative/ Subject
Summative Materials

METHODOLOGIES
(Learning Activities &
Experiences)

ENSURE THE FIT !