Both are simple, logical and practical strategies that have been used since the dawn of the teaching profession. And a comprehensive training package to help teachers design, edit, critique, peer- review, share, and improve their lessons and assessments.Backwards design and designing down are 2 terms that refer to the process of designing and developing a learning program of some kind. A set of design standards with attendant rubrics. Determine assessment Understanding by design and Understanding by design: Professional development workbook (Wiggins &a three-stage 'backward planning' curriculum design process anchored by a unit design template. Choose an appropriate interven:on 4. Statements of your learning outcomes (appropriate level of Bloom’s) 3.
Usually the amount of time allocated is the same for each segment.Backward design requires working backwards from the end goal and toward the starting point.A pure backwards-design process requires teachers to first determine what they want students to achieve – they ask, ‘what does success look like?’. Each segment is allocated a set amount of time such as a week. These segments are sometimes called ‘chunks’. Designing down is slightly different: the available learning time is segmented into logical segments of learning.
Each segment is allocated a focus such as a topic, a problem or a chapter.Not all programs require detailed planning however – some in fact require very little or none whatsoever. Segments can be unrelated, or they can build on each other with ever-increasing complexity and detail (see elaboration theory outlined elsewhere).Designing down on the other hand requires the teacher to divide the program into equal segments or chunks. Each of these is further broken down into smaller (often weekly) segments. Each segment is allocated a focus such as a topic, a problem or a chapter. Then, the teacher works backwards to plan out a learning sequence that most effectively meets the program’s goals (the end point), starting with what students already know (the starting point).Designing down on the other hand requires the teacher to divide the program into equal segments or chunks. Next, teachers need to estimate what students can (and can’t) do at the start of the program.
As each lesson (whether it’s the first or the last) is predominantly reading, planning documents would quickly become outdated as the rate of student improvement cannot be known beforehand.When determining which strategies to use in any program, thought should be given to determining which strategies provide the most effective route to achieving the stated learning goals. Students and teachers may set specific goals (such as to read at level 4), however the program continues for the set time even if the original goal is achieved. The goal is to improve reading skills as much as possible within the time limits of the program so no detailed planning is necessary. Some amount of explicit teaching is added to boost reading skills, spelling, phonics and so forth.
If social goals are set, more student-centred cooperative learning strategies can be employed. It may also be divided by activity: for example, gross or fine motor skill.Learning goals can be both academic and social in nature. Time can also be divided by problems: for example, volume, area or multiplication. Time can be divided by resources: for example, chapters, genre, text type or theme. There is no doubt that poorly chosen teaching strategies negatively affect student achievement.Hint: backwards design is about allocating specific amounts of time to each focus area. The strategies used by your colleagues are also largely irrelevant – some strategies come in and out of fashion and many are pushed because of a what they represent politically, not what they can do for the student.
Once the teacher has planned their learning sequence, these secondary priorities can be recorded beneath the main learning goals. Secret, subliminal and hidden goals hinder the achievement of the stated goals by affecting the decisions that teachers make (such as what resources to use and how much time to devote to certain topics).Teachers can however state secondary goals or priorities (often called cross-curriculum goals). Teachers cannot adequately plan to meet goals if they are not clearly stated. Where such goals are a focus (such as in religious schools or programs), they should be clearly articulated and transmitted in a similar manner to academic goals. Care should be taken to ensure that there are no hidden political, religious, activist or social agendas embedded in their goals. If academic goals are the focus, a combination of explicit teaching, worked examples, questioning, feedback, scaffolding and guided practise are accepted pillars of all high-quality programs – some cooperative learning can also be added for consolidation, revision and practice.However, as with all goals, teachers need a way to measure student progress and achievement in order to prove that limited and precious learning time was appropriately allocated.In all cases, teachers should be transparent by clearly stating every goal and transmitting that information to students, parents and managers.
The teacher may list what skills students will ideally acquire – this provides an explicit teaching focus for small portions of the learning program.The design-down process generally involves the following steps: In this instance, a SMART goal may be for students to be able to create a Word document with images and to know basic functions such as font and text size. For example, a teacher who is confident with computers may have a secondary goal that students improve their IT skills in some way. Teachers often have secondary goals that match their skillset.
Specify how the achievement against each goal will be measured (assessments). Specify the standard, benchmark or level to be achieved at the end. Specify the specific goals to be achieved (where students end). Specify in detail what students already know and what they can do (where students begin).
Backwards design – start at the end and work backwards (best for skills that build on each other). Plan the program by using any of the following approaches: Divide the available time into logical segments (for example, a unit of study, weeks and lessons or by hours, such as ‘Topic 1 = 20 hours’).
These routines are flexible, and a range of engaging activities can be planned for each section. Most teachers have daily and weekly routines that they follow. Broadly speaking, the easiest method is to structure each lesson and week using a template.
The more routine the program, the less resource and planning-intensive the program becomes.Regardless of the approach, a common characteristic of all high-performing teachers is structure and routine.
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