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The Backwards Design Model
&The LEARN Model:
Angélica Guevara BernalAugust 23rd, 2013
MUNICIPIO DE CARTAGO
SECRETARIA DE EDUCACIÓN
Objectives
This talk intends to highlight the cons of the most used lesson plans models in the U.S. as observed in Fairfax County Schools, VA (TEA Program) in order to see how English teachers of the Municipality of Cartago can implement or adapt these models according to our social and cultural context.
Teachers demonstrate understanding of the Backwards Design Model and the LEARN Model.
Teachers develop a sample lesson plan utilizing the LEARN and the Backwards Design Model.
New Methods for Lesson and Unit Planning
During Dr. Megan Garnet seminars at George Mason University, TEA teachers were presented two great planning tools that are being effectively used in Fairfax County Schools to help teachers make the most of their classes.
The LEARN Model
The LEARN Model
L Link
E Engage/Educate
A Activate
R Reflect
N Next Steps
Linking connections to prior knowledge
Teacher presents a large group lesson.
Active learning, guided practice, group/individual work.
Processing and assessment
Where do we go next?Foreshadowing…
The LEARN ModelLink
Time Frame: 5-10 minutes.
Purpose: to «hook» students or get them interested/excited about a topic.
Format: Largely Teacher-Driven, but allows for independent practice.
The LEARN ModelLink
Sample Activities: News article or short video clip. Song or poem. Painting, Photograph, or Map. Primary Document. Anticipatory Set. Attitudes survey. Political Cartoon. Essential Terms &/or Questions. Fact or Fiction. Making connections. (Q & A approach)
The LEARN ModelLink
Sample Activities: Admit Slips / Warm-Up Activities..a. Open-ended writing. Students can reflect oon what they learned in a previous class.b. 1-3 short answer questions to check for understanding/emphasize key information.c. 3-2-1 questions. Journal Writings or Logs. K-W-L.
The LEARN ModelEngage / Educate
Time Frame: 20 - 30 minutes. Purpose: to build student
knowledge. Format: Largely Teacher-
Centered.Teacher presents a large group lesson, explains essential questions based upon course or objectives and student assessment information.
The LEARN ModelEngage / Educate
Instructional Strategies: Lecture Dip-sticking (Madeline Hunter) Explaining Using exemplars Transparencies, Power Point, or while board notes. Use of primary sources, video clips, short readings,
visuals, and/or a guest speaker.Students «sponge» via note-taking, listening, questioning, discussing and Q&A with teacher.
The LEARN ModelActivate / Active Learning
Time Frame: 20 - 30 minutes. Purpose: to focus on student’s
application of knowledge and skills. Students work, undestand , analyze and apply.
Format: Largely Student-Centered.
Students work individually, in pairs, teams, or small groups while teacher is facilitator focusing on the process and progress of student understanding and «doing.»
The LEARN ModelActivate / Active Learning
Sample Activities: Authentic activities not limited
to copying or filling in worksheets.
Teacher provides a variety of resources to meet the learning needs of all students.
Activities need not to be limited to the classroom.
Teachers can make use of computer labs and media centers.
The LEARN ModelReflect
Time Frame: 10 - 15 minutes. 5-10 in an-non blocked class.
(Summative assessments will extend this as much as a full class period) Purpose: Teacher provides opportunities, orally or
written, for each student to process what he or she has learned based on desired outcomes and lesson objectives.
Format: Largely Student-Centered. Students reflect, synthesize, and evaluate. This is the time to consider the «so-what?» questions associated with the topic.
The LEARN ModelReflect
Sample Activities: Pencil and paper quizzes Free responses Journal entries Projects Foldables Graphic organizers Simulations Role-plays Student reports and presentations
The LEARN ModelNext Steps
Time Frame: Approximately
5-10 minutes. Purpose: Teacher
concludes the class/lesson by making connections to student’s prior and/or future learning.
Format: Didactic/Teacher directed with some students responses to questions; in advanced classes this could be a rotating responsibility for one or two students.
The LEARN ModelNext Steps
Examples: Teacher summarizes progress made, essential understandings gained, and previews the next class:-Today we began by looking at…-Amy and Omar shared their experiences similar to that of the famous person we studied…-During the class you read letters, saw a movie clip of your hero receiving the Congressional Medal of Honor…-Next class we are going to learn about how this national hero… failed to accomplish…-»… and the resulting consequences were…»-To better prepare for our consideration of… please make sure you read the articles I have distributed and think about how you might write an editorial supporting or criticizing this individual.»-Ask members of your family who remember this person to share their thoughts and memories with you. Bonus points for the student with the most intriguing personal connection to…
The LEARN ModelNext Steps
Time Frame: Teachers should ask students for what they think should be studied next or in conjuction with the unit.
Times are recommendations. In reality, they will vary each day and with changes in focus and objectives. No one element should predominate. They are all key parts of the instructional symphony.
The Backwards
Design Model
The Backwards Design Model
This model allows teachers to think backwards, which is to see what the Desired Results are and how to get there.
The Backwards Design ModelEssential Questions
Make content answer to questions.
?
The Backwards Design Model
The Backwards Design Model
Desired Results
Established Goals Content standards, course or program objectives,
learning outcomes.
Understandings Big ideas / Big concepts not facts. Predictable misunderstandings.
Essential Questions Provokative questions to foster inquiry,
understanding, and transfer of learning.
The Backwards Design Model
Assessment Evidence
Performance Task Through what authentic tasks will students
demonstrate the desired understandings? By what criteria will performances of
understanding be judged?
Other Evidence Quizzes, tests, academic prompts, observations,
homework, homework, journals, etc. How will students reflect upon and self-assess
their learning?
The Backwards Design Model
Learning Plan
W= What learning expericences will be designed?
W = Where the students are going and where the students coming from?
H = How to Hook all students and Hold their interest?
E = How to equip students, Experience and Explore ideas?
R = How to provide oportunities to Rethink and Revise understandings.
E= How to allow students to Evaluate their work?
T= How to be Tailored (personalized) needs, interests and abilities of learners?O= How to be Organized to maximize engagement and effective learning?
The Backwards Design ModelEssential Questions Few key questions Assessment tasks linked to questions. Make less be more. Prioritize content Kid language Value Exploratory activities Post questions in the classroom Personalize questions Examine sub-questions
The Backwards Design ModelEssential Questions
Have students share examples, personal stories and hunches. Encourage them to bring in clippings and artifacts to help make the questions more alive.
Share your questions with other faculty to make planning and teaching for coherence across subjects more likely.
How to determine Acceptale Evidence
Wiggins & McTighe refer to the six facets of understanding:
1. Explanation: Why is that so?2. Interpretation: What does it mean?3. Application: How and where can we use this knowledge, skill or process?4. Perspective: From whose point of view?5. Empathy: How does it seem to you?6. Self-Knowledge: How does who I am shape my view?
How to determine Acceptale Evidence
In the end, «good assessment should be like a photo album
with quizzes, tests, performance tasks (etc) acting
like snapshots.»
Jay McTighe, 1998
Beginning Planning Do students have the
appropriate skills to learn from the lesson?
What skills will students need to perform effectively? What activities will equip
students with the needed knowledge and skills?
What materials and resources are needed?
Is the overall design coherent and effective?
Thanks a lot!
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