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The Minnesota State Colleges and Universities System is an Equal Opportunity employer and educator.
Backward Design—An Overview
© 1998 Grant Wiggins and Jay McTighe
Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 2
Objectives
• Review importance of Outcome-Based Approaches to our work
• Understand the Backward Design concept– Focus on outcomes
– Back to front
– Encouraging REAL understanding
• Understand it’s value
• Learn how to apply
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 3
Overview of Backward Design
IdentifyDesiredResults
DetermineAcceptableEvidence Plan Diversity/
Multicultural Experiences
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 4
Why “backward”?
• The stages are logical but they go against habits– We’re used to jumping to lesson and activity
ideas - before clarifying our performance goals for participants
– By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 5
Value of going “backward”
• Outcome based – already doing
• Guide for being effective change agents
– Vision + sense of purpose to your work,
‘Results Oriented’ – Damon A. Williams
– Create real understanding,
Understand understanding
– Honor the history, theory, scholarship behind our work, Learn the Language, share
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 6
Value of going “backward”
• Bridge - curriculum design model• For Instructors and Teachers• Class experience…
– Directly applicable– Advantages: Real world, outcomes already
• ‘Ability to Cultivate a Common Vision’ – Williams
– Power, must resonate authentic and collaborate
• ‘To begin with the end in mind, start with clear vision of destination’ – Steven Covey
• Direction to your passion
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 7
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
3 Stages of Design, elaborated
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 8
Stage 1 – Identify desired results.
•Key: Focus on Big ideas
– Enduring Understandings: What specific insights
about big ideas do we want participants to leave with?
– What essential questions will frame the
experience, pointing toward key issues and
ideas, and suggest meaningful and provocative inquiry into content?
– What should participants know and be able to do?
U
K
Q
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 9
Enduring Understanding, Establishing Priorities
Worth being familiar with
Important to know and do
“Enduring” understanding
Knowledge that is worth being familiar with…
Knowledge and skills that are important to know and do…
Understandings that are enduring…
Enduring Understanding
Important to know and do
Worth being familiar with
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 10
Understanding Understanding: The Six Facets of Understanding
• Explain
• Interpret
• Apply
• Perspective
• Empathize
• Self-Knowledge
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
•How this connects…
Self-Knowledge
Slide 11
Self-Knowledge: The Key to Understanding
• ‘All understanding is ultimately self-understanding… This requires… the fundamental suspension of our prejudices.’*
• What are the limits of my understanding? What are my blind spots? What do I misunderstand,
due to prejudice, habit, projections, etc.
• ‘Be introspective’ – Charles A. Gallagher - 10 Things You Can Do
To Improve Race Relations
* Gadamer, Truth and Method, 1994, p. 266© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 12
Desired results -
• Parallel in Bloom’s Taxonomy: Evaluation
Value decisions, judgements
• How this connects…– Highest levels of learning and understanding is our
work’s point of contact
– Ultimate goal: to make an impact, to create real understanding, to open minds
– Guides to how we shape our outcomes
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 13
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
3 Stages of Design: Stage 2
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 14
Assessment of Understanding
– Using the Facets of Understanding
– Considering a Range of Evidence
– Determining Possible Performances
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 15
Just because the participant “knows it” …
• Evidence of understanding is a greater challenge than evidence of knowledge– Understanding is inferred, not seen
– It can only be inferred if we see evidence
• Revealed in performance
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 16
Reliability: Snapshot vs. Photo Album
• We need patterns that overcome inherent measurement error– Sound assessment requires multiple
evidence over time - a photo album vs. a single snapshot
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 17
Continuum of Assessments
AcademicPrompts
Observations& Dialogues
Tests& Quizzes
InformalChecks
PerformancePerformanceTasksTasks
Evidence
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 18
Performance Tasks
• How this connects… Real-world
• Are ‘authentic’
• Unstructured
• Is realistic
• Requires judgment and innovation
• Explore and ‘do’ the work
• ‘Messy’ and ‘Noisy’ context
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 19
Activity #1 - Thinking like an assessor
Compare how an assessor thinks to the thinking of an activity planner
In your groups, read the questions on the cards and place each card into one of two categories:
1. Thinking like an ASSESSOR
2. Thinking like an ACTIVITY PLANNER
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 20
Assessor vs. Activity Designer
Thinking like an Assessor Thinking like an Activity Designer
What would be sufficient & revealing evidence of understanding?
What would be interesting & engaging activities on this topic?
What performance tasks must anchor the event?
What resources and materials are available on this topic?
How will I be able to distinguish between those who really understand and those who don’t (though they may seem to)?
What will participants do?
Against what criteria will I distinguish work?
How will the event be evaluated and justified to stakeholders?
What misunderstandings are likely? How will I check for those?
Did the event work? Why or why not?
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 21
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design: Stage 3
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 22
Stage 3 big idea:
EFFECTIVE
and
ENGAGING
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 23
Taking a Closer Look at...
• Coverage
• vs.
• Uncoverage
• Misunderstanding and
• Misconceptions
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 24
Think of your obligations via W. H. E. R. E. T. O.
• “Where are we headed?” (the participant’s Q!)
• How will the participant be ‘hooked’?
• What opportunities will there be to be equipped, and to experience and explore key ideas?
• What will provide opportunities to rethink, rehearse, refine and revise?
• How will participants evaluate their work?
• How will the work be tailored to individual needs, interests, styles?
• How will the work be organized for maximal engagement and effectiveness?
WHE
E
R
L
TO
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 25
Case Study
• Use the Backward Design model to plan an activity that celebrates the sesquicentennial depicting a Minnesota immigrant population
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007
Slide 26
Peer Review
• Consider….
• Strengths
• Areas needing improvement
• Feedback
• Questions?
Thank You
© 1998 Grant Wiggins and Jay McTighe Modified by Whitney G. Harris and Jason A. Cardinal, 2007