Principles of Backward Design
What is the main goal of Backward Design to Wiggins & McTighe?
To start with the desired learning outcomes and design the curriculum based on the required evidence of learning
Source: “The backward design starts with the end-the desired result, and the derives the curriculum from the evidence of learning called by the standard…” (Wiggins & McTighe, 2000, p.8).
What are the six facets of understanding according to Wiggins & McTighe?
Explanation, Interpretion, Application, Perspective, Empathy, Self-Knowledge
Source: “Wiggins & McTighe describe ‘six facets of understanding’. They believe that students truly understand when they… Can Explain, Can Interpret, Can Apply, Have Perspective, Can Empathize, Have Self-Knowledge.
What is the purpose of the third stage of Backward Design?
To design learning activities that promote deep understanding
Source: “Stage 3: Learning Plan. Teacher design the sequence of learning experiences that students will undertake to do to enhance understanding”
Name of Backward Design in spanish
Dieseño de atrás hacia adelante
Source: “Grant Wiggins y Jay McTighe propone un diseño para esto y le llamaron Backward Design o diseño de atrás hacia delante.”
What are the three main stages of Backward Design?
1) Identify Desired Results
2) Determine Assessment Evidence
3)Plan learning experiences
Source: “Process of teacher planning involves 3 stages: 1. What is worthy & requiring of understanding? 2.What is the evidence of understanding? 3.What learning experiences and teaching promote understanding, interest, and excellence?”
What is the primary purpose of assessment in Backward design?
To determine whether students have achieved meaningful understanding during the sequence of learning.
Source: “Assessment is part of the learning process and should occur throughout the sequence, not just at the end”.
What should learning experiences allow students to do to enhance understanding?
To theorize, interpret, use, and analyze content from, different perspectives.
Source: “The learning experiences require that students to: ‘Theorize, interpret, use, or see in perspective what they are asked to learn.”(Wiggins & McTighe, 2000, p.100).
In the second step the criteria for … are established
Evaluation
Source: “El segundo paso es el más importante. Establece las conductas, comentarios, capacidades o actitudes que los estudiantes muestran al comprender lo que se imparte, estableciendo los criterios de “evaluación.”
What type of questions are used in the first stage of Backward Design?
Essential/Open questions and guiding questions
Source: “There’s also a focus on a number of essential or guiding questions”
What key characteristics should evidence have to assess the application of knowledge?
It should be effective, efficient, fluent, adaptive, and graceful.
Source: “Acceptable evidences for facet 3 [Application] must be: Effective, Efficient, Fluent, Adaptive, and Graceful.”
How should learning experiences be balanced according to Wiggins & McTighe?
They should be blend depth (analysis, questioning) and breadth (connections, extension).
Source: “Experiences must be blend depth & breadth & may require choices & compromises. Those experiences that undertake depth might require students to unearth, analyze, question, prove & generalize. Those given breadth require students to make connections, to picture & to extend.”
To plan the classes, the BP is integrated with….
Two step lesson planning
Source:“Integrating Backwards planning unit design and Flynn’s two step lesson planning framework.”
What characteristics should an open-ended question have in curriculum design?
It should challenge students, have no definitive answer, and encourage creative thinking.
Source: “Open questions: Challenge students to think more deeply and creatively. No definitive answer is expected”.
How does assessments in Backward Design differ form traditional assessment?
It is integrated throughout the learning process rather than only occurring at the end.
Source: “Assessment is part of the learning process and should occur through the sequence, not just at the end.”
Why is revision and refinement important in Backward Design?
Because the planning process requires continuous adjustments to improve student learning.
Source: “Like all planing models, backward design requires revision and refinements throughout the planning process in order to developed student learning”
Phases involved in the integration of Backward Design for a class
Discovery phase & Explanatory phase
Source: “Discovery phase: late in the lesson. This phase demands assessments and feedback.”
”Exploratory phase: Early in the lesson.”
What does it mean for an understanding to be “worthwhile” according to Wiggins & McTighe?
It must represent a big idea beyond the classroom, engage students in active learning, and generate interes.
Source: “Wiggins & McTighe suggest the following ‘filters’ for arriving at wothwhile understanding: student must represent a big idea beyond classroom. Student must be involved in “doing” the subject. Student must receive engaging inputs”.
Why is it important for students to demonstrate Self-Knowledge as part of learning?
Because it allows them to be meta cognitive, adjust and improve their own learning
Source: “Acceptable evidences for facet 6 [Self-Knowledge] must be: Self Aware, Metacognitive, and Self-Adjusting”.
How does Backward Design relate to understanding-based teaching?
It focuses on developing meaningful learning instead of rote memorization.
Source: “The learning experiences require the student to: ‘Theorize, Interpret, Use, or See in Perspective what they are asked to learn…(or) they will not likely understand it or grasp that their job is Mor than recall.” (Wiggins & McTighe, 2000, p.100).
Mention each of the 3 steps and what is donde in each one
“Step 1 Identify desired results: aquí se propone que estos objetivos sean específicos, recórtalos y establecerlos de manera consciente.”
“Step 2 Determine Acceptable Evidence: describe exactamente cómo darte cuenta de manera cuantificable si los alumnos alcanzan los objetivos. Permite a los alumnos explicar o hacer cosas que demuestren su comprensión.”
“Step 3 Plan Learning Experience & Instructions: Cuando seas consiente de lo que tus alumnos deben comprender, establece las actividades para explorar esta comprensión para que ellos puedan demostrarla, aplicarla y retenerla.”