Wiggins and mctighe backwards design template

Design an Interpersonal Task spontaneous oral, written, signed conversation. Design a Presentational Task speaking; writing; signing. Plan Learning Experiences. Plan and scaffold learning activities that will help the students achieve the goals of the unit.

By knowing in advance the learning outcomes and the evidence needed for the unit, content and activities can be targeted in a more relevant and effective way. Skip navigation Skip to main content. Opens menu. Get my Adult Diploma? Find Ohio's Learning Standards?

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Find more Backward Design. Backward Design means planning instruction with the end goals in mind. This framework helps educators implement a proficiency-based language program over a realistic timeline, based on the current program model. Educators can find a concise overview of the backward design process here. When using backward design to create world language units with functional goals and objectives, the process can be broken down into the following three steps: 1. Download the Backward Design tool for creating Thematic Units.

This knowledge is considered knowledge worth being familiar with. Information that fits within this question is the lowest priority content information that will be mentioned in the lesson, unit, or course. The knowledge and skills at this substage are considered important to know and do. The information that fits within this question could be the facts, concepts, principles, processes, strategies, and methods students should know when they leave the course.

The figure above illustrates the three ideas. The first question listed above has instructors consider the knowledge that is worth being familiar with which is the largest circle, meaning it entails the most information. The second question above allows the instructor to focus on more important knowledge, the knowledge and skills that are important to know and do. Finally, with the third question, instructors begin to detail the enduring understandings, overarching learning goals, and big ideas that students should retain.

By answering the three questions presented at this stage, instructors will be able to determine the best content for the course. Furthermore, the answers to question 3 regarding enduring understandings can be adapted to form concrete, specific learning goals for the students; thus, identifying the desired results that instructors want their students to achieve.

The second stage of backward design has instructors consider the assessments and performance tasks students will complete in order to demonstrate evidence of understanding and learning. In the previous stage, the instructor pinpointed the learning goals of the course. Therefore, they will have a clearer vision of what evidence students can provide to show they have achieved or have started to attain the goals of the course. Consider the following two questions at this stage:.

At this stage it is important to consider a wide range of assessment methods in order to ensure that students are being assess over the goals the instructor wants students to attain. Sometimes, the assessments do not match the learning goals, and it becomes a frustrating experience for students and instructors.

Use the list below to help brainstorm assessment methods for the learning goals of the course. The final stage of backward design is when instructors begin to consider how they will teach.

This is when instructional strategies and learning activities should be created. With the learning goals and assessment methods established, the instructor will have a clearer vision of which strategies would work best to provide students with the resources and information necessary to attain the goals of the course. Consider the questions below:. The older version version 1. The template walks individuals through the stages of backward design.

However, if you are need of the template with descriptions of each section, please see the table below. There is also a link to the document containing the template with descriptions provided below and can be downloaded for free. Backward Design Template with Descriptions click link for template with descriptions.

Understanding by Design by Ryan S. Understanding by Design. Vanderbilt University Center for Teaching. Stage One — Identify Desired Results: In the first stage, the instructor must consider the learning goals of the lesson, unit, or course. They suggest that the instructor ask themselves the following three questions as they progressively focus in on the most valuable content: What should participants hear, read, view, explore or otherwise encounter?

What knowledge and skills should participants master? What are big ideas and important understandings participants should retain? Stage Two. Stage Two — Determine Acceptable Evidence: The second stage of backward design has instructors consider the assessments and performance tasks students will complete in order to demonstrate evidence of understanding and learning.

Consider the following two questions at this stage: How will I know if students have achieved the desired results? What will I accept as evidence of student understanding and proficiency? Term papers. Short-answer quizzes. Free-response questions. Homework assignments.

Lab projects.