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¤ What have you tried?

¤ What have you noticed?

¤ What questions are coming up?

Curriculum Design

Instructional Design

Universal Design for Learning

Educational Architects: Designing with Equity in Mind

What are we teaching?

StudentsWho are we Teaching?

How will we teach them?How will we support them?

Adjusta

ble

Curricu

lum

AdjustableSupports

Adjustable

Assessment

Curriculum Design

Instructional Design

Universal Design for Learning

Educational Architects: Designing with Equity in Mind

What are we teaching?

StudentsWho are we Teaching?

How will we teach them?How will we support them?

Adjusta

ble

Curricu

lum

AdjustableSupports

Adjustable

Assessment

Activity/Task

Goals

Goals

Goals

Goals

Activity

Activity

Activity

Forward Design

Same for Everyone

Same for Everyone

Differentiated

DifferentiatedBackward Design

2018 Summer Institute for Inclusive Learning Shelley Moore, 2018

McTigue, 2010

BIG IDEA

Content

Curricular Competencies

Core Competencies

Teac

her

Eval

uatio

nSt

uden

t Ev

alua

tion

Context(Teacher & Student interests decide what kids need to

understand)

Scope & Sequence(Society/department

decides what kids need to know)

Responsive(Teacher decides what their class needs to do)

Responsive(Kids decide what they/

their class need to become)

Shelley Moore, 2107

The Backwards Design FLIPBOOK

Grade: Subject Area: Planning Team:

Big Idea Unit Guiding question:

Content Goal I know…

Curricular Competency Goal

I can…


I can…


I can…

Core Competency Goal

I can become…

The Curricular Plane

Course/Subject/Grade(s): English Studies 12Unit Big Idea: The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world.

Guiding Unit Questions: How does a moral individual exist in an immoral world? How does a good person, exist in an evil world?

GoalsContent:I know reading strategiesI know elements of style

Cur

ricul

ar C

ompe

tenc

ies I can construct meaningful personal connections between self, text, and world

I can think critically, creatively, and reflectively to analyze ideas within, between, and beyond texts I can express and support an opinion with evidence

I can use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences I can assess and refine texts to improve their clarity, effectiveness, and impact

English Studies 12 Comprehend and connect (reading, listening, viewing) Create and communicate (writing, speaking, representing)

• I understand that the exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world.

• I understand that people understand text differently depending on their worldviews and perspectives

• I understand that texts are socially, culturally, geographically and historically constructed

• I understand that language shapes ideas and influences others

• I understand that questioning what we hear, read and view contributes to our ability to be educated and engaged citizens

• I understand that the examination of First Peoples’ cultures and lived experiences through text builds understanding of Canadians’ responsibilities in relation to Reconciliation

I can

read

for e

njoy

men

t and

to a

chie

ve p

erso

nal g

oals

I can

reco

gnize

and

und

erst

and

the

role

of s

tory

, nar

rativ

e, a

nd o

ral

tradi

tion

in e

xpre

ssin

g Fir

st P

eopl

es p

ersp

ectiv

es, v

alue

s, be

liefs

, and

poi

nts

of v

iew

I can

reco

gnize

and

und

erst

and

the

dive

rsity

with

in a

nd a

cros

s Firs

t Pe

ople

s soc

ietie

s as r

epre

sent

ed in

text

s

I can

und

erst

and

the

influ

ence

of l

and/

plac

e in

Firs

t Peo

ples

and

oth

er

Can

adia

n te

xts

I can

acc

ess i

nfor

mat

ion

for d

iver

se p

urpo

ses a

nd fr

om a

var

iety

of

sour

ces t

o in

form

writ

ing

I can

reco

gnize

and

und

erst

and

how

diff

eren

t for

ms,

form

ats,

stru

ctur

es,

and

feat

ures

of t

exts

refle

ct a

var

iety

of p

urpo

ses,

audi

ence

s, an

d m

essa

ges

I can

thin

k cr

itica

lly, c

reat

ivel

y, a

nd re

flect

ivel

y to

exp

lore

idea

s with

in,

betw

een,

and

bey

ond

text

s

I can

reco

gnize

and

iden

tify

the

role

of p

erso

nal,

soci

al, a

nd c

ultu

ral

cont

exts

, val

ues,

and

pers

pect

ives

in te

xts

I can

reco

gnize

and

und

erst

and

how

lang

uage

con

stru

cts p

erso

nal,

soci

al, a

nd c

ultu

ral id

entit

ies

I can

con

stru

ct m

eani

ngfu

l per

sona

l con

nect

ions

bet

wee

n se

lf, te

xt, a

nd

wor

ld

I can

eva

luat

e ho

w te

xt st

ruct

ures

, lite

rary

ele

men

ts, t

echn

ique

s, an

d de

vice

s enh

ance

and

shap

e m

eani

ng a

nd im

pact

I can

reco

gnize

an

incr

easin

g ra

nge

of te

xt st

ruct

ures

and

und

erst

and

how

they

con

tribu

te to

mea

ning

I can

iden

tify

bias

, con

tradi

ctio

ns, d

istor

tions

, and

om

issio

ns

I can

resp

ectfu

lly e

xcha

nge

idea

s an

d vi

ewpo

ints

from

div

erse

pe

rspe

ctiv

es to

bui

ld sh

ared

und

erst

andi

ngs a

nd e

xten

d th

inki

ng

I can

resp

ond

to te

xt in

per

sona

l, cr

eativ

e, a

nd c

ritic

al w

ays

I can

dem

onst

rate

spe

akin

g an

d lis

teni

ng s

kills

in a

var

iety

of f

orm

al a

nd

info

rmal

con

text

s for

a ra

nge

of p

urpo

se

I can

use

writ

ing

and

desig

n pr

oces

ses

to p

lan,

dev

elop

, and

cre

ate

enga

ging

and

mea

ning

ful t

exts

for a

var

iety

of p

urpo

ses a

nd a

udie

nces

I can

exp

ress

and

supp

ort a

n op

inio

n w

ith e

vide

nce

I can

refle

ct o

n, a

sses

s, an

d re

fine

text

s to

impr

ove

clar

ity, e

ffect

iven

ess,

an

d im

pact

I can

use

the

conv

entio

ns o

f Can

adia

n sp

ellin

g, g

ram

mar

, and

pu

nctu

atio

n pr

ofic

ient

ly a

nd a

s app

ropr

iate

to th

e co

ntex

t

I can

use

ack

now

ledg

emen

ts a

nd c

itatio

ns to

reco

gnize

inte

llect

ual

prop

erty

righ

ts

I can

tran

sfor

m id

eas a

nd in

form

atio

n to

cre

ate

orig

inal

text

s, us

ing

vario

us g

enre

s, fo

rms,

stru

ctur

es, a

nd st

yles

I can

man

ipul

ate

lang

uage

pur

pose

fully

I know text forms and genres

I know Reconciliation in Canada

I know Text Features and Structures

I know strategies and processes

I know language features, structures and conventions

Learning Continuum

¤Adjustable curriculum¤More than one “standard” designed

for the average¤Multiple exit points¤Multiple achievement measures¤Start from access, add on challenge¤Different from a rubric

Rubrics vs. Learning Maps

deficit deficit Standardgoal

www.fivemooreminutes.com Shelley Moore, 2019Episode 6 Strategy

Rubrics vs. Learning Maps

Standard More complex More complexgoal


Planning PyramidEven More Complexity

More Complexity

Essential Concept


Why is the Planning Pyramid Useful?


How could we use the planning pyramid?

• Choose a grade appropriate curricular goal or learning outcome

• Prioritize achievement indicators or elaborations to determine most essential concept, skills or competencies

• Chunk remaining indicators or elaborations to increase complexity

Building a goal continuum for a curricular goal or outcome

Goal for ALL (Essential)

Goal for MOST (add complexity)

Goal for FEW (add complexity)

Goal:

Planning Pyramid Goal TemplateShelley Moore, 2019

The Baked Potato Planning Strategy:

Elaborations/ Achievement Indicators

Course/Subject/Grade(s): Planning Team:

Unit Big Idea: Unit Guiding Question:

Goals Access All Most Few Extension

Content:

Cur

ricul

ar C

ompe

tenc

ies

Building a Learning Map!

Even more goals

More goals

Goals

Access

Challenge

Planning for the RANGE: Extending for further access and challenge

Red

Orange

Yellow

GREEN

Teal

Blue

Purple



How do we use the planning pyramid?

• Choose a grade appropriate curricular goal or learning outcome

• Prioritize achievement indicators or elaborations to determine most essentialcontent, skills or competencies

• Chunk remaining indicators or elaborations to increase complexity

• Extend for students who need support(Access)

• Extend for students who need challenge(Extension)

Step. 1 - Build a learning continuum for a curricular goal or outcome

Goal for ALL (Essential)

Goal for MOST (add complexity)

Goal for FEW (add complexity)

Goal:

Planning Pyramid Goal TemplateShelley Moore, 2019

Access

Challenge

The Baked Potato Planning Strategy:

Elaborations/ Achievement Indicators

Course/Subject/Grade(s): Planning Team:

Unit Big Idea: Unit Guiding Question:

Goals Access All Most Few Extension

Content:

Cur

ricul

ar C

ompe

tenc

ies

Building a Learning Map!

Grade: Grade 11 Subject Area: Bio Planning Team: TimberlineSecondary

Big Idea: All living things have common characteristics. Living things evolve over time.

Unit Guiding question:Why is our forest in Campbell River unique? How and why have our forest ecosystems in Campbell River evolved over time?

Content Goal:

I know speciation that occurs within our forest

Curricular Competency Goal:I can process and analyze data and information by:

I can experience and interpret the local environment

I can Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies I can Construct, analyze, and interpret graphs, models, and/or diagrams

Backwards Design: The Plane

Course/Subject/Grade(s): Life Sciences 11 Planning Team: Timberline Secondary

Unit Guiding Question: Unit Guiding question:Why is our forest in Campbell River unique? How and why have our forest ecosystems in Campbell River evolved over time?

Goals Access All Most Few Challenge

Content: I know speciation that occurs within our forest

I know examples of species in an ecosystems

I know an example of divergent,convergent, and coevolution in one local ecosystem

I know an example of divergent,convergent, and coevolution in two local ecosystems

I know an example of divergent,convergent, and coevolution evolution in three local ecosystems

I know how human activity affects speciation in an ecosystem

I know how our 3 local ecosystems interact with each other

Cur

ricul

ar C

omp

eten

cies

I can experience and interpret the local environment

I can experience my local forests, streams and the ocean respectfully

I can experience the local forests, streams and the ocean using my senses and collecting evidence (pictures, objects, drawings, writing)

I can interpret the local forests, streams and the ocean by keeping track of my thinking about my evidence

I can interpret the local forests, streams and the ocean by making connections and reflections

I can interpret the local forests, streams and the ocean through ethical observation and stewardship

I can Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies

I can organize and collate evidence

I can identify trends in data

I can findconnections in data

I can identify relationshipsbetween variables

I can identify and preform simple calculations

I can identify inconsistencies in data

I can Construct, analyze, and interpret graphs, models, and/or diagrams

I can identify ways to represent data

I construct a visual representation of data

I can analyze a visual representation of data (what is happening?)

I can interpret a visual representation of data ((how does this connect to other data)

I can interpret a visual representation of data (i know why this data matters)

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