leadership

AED437BackwardDesignProcess.docx

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Below is a summary of the three steps in the backward design process, along with key questions to guide your thinking through these steps. Identify learning goals • What do you want students to know? • What do you want students to be able to do? • Why is this difficult for them to know/do on their own? Determine acceptable evidence • How will you know that they got it? • How will you assess that they got it? • What counts as understanding in your class? What about in your domain? Plan learning activities and instruction • What activities will you use to make sure that they got there? • How are these activities connected to students’ understanding?

The acronym WHERE can be used as a way to help you plan your specific learning activities. WHERE: Where are we headed? -- What are the students’ final performance obligations? Hook the student -- through engaging and provocative entry points such as challenges, oddities, questions & experiences. Explore the subject and Enable/Equip the student – Support students’ exploration of big ideas and essential questions that lead them to pursue their own hunches, test ideas and try things out. Rethink our work and ideas – Guide students in self-assessment and self-adjustment, based on feedback and experiences. Evaluate results – Reveal what has been understood through final performances and products.

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