Backward+Design


 * Backwards Design : A Summary of the Instructional Model by Grant Wiggins and Jay McTighe. **
 * by Shawn Banks **

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Backwards Design is a teaching model created by Grant Wiggins and Jay McTighe that focuses on immediate and long term learning goals. Lessons are developed, in a sense, back to front. Goals are set, a means of assessing learning is decided, and the lesson is developed and taught. There is a certain set criteria that must be met in each stage as we will discuss.

In Backwards Design the instructor begins with the end result. The educator asks, “What is the desired result of the lesson?” This result has two facets. The first is their enduring understanding or the knowledge that will stay with them for years to come. The second are a group of questions that tie the lesson in to the unit, course, and curriculum. They are:
 * “To what extent does the idea, topic, or process reside at the heart of the discipline?
 * What questions point toward the big ideas and understandings?
 * What arguable questions deepen inquiry and discussion?
 * What questions provide a broader intellectual focus, hence purpose, to the work? “ (Developing Goals and Objectives)

The second stage in Backwards Design is to determine the method and criteria for accessing competency for the project. In other words, what does the student have to do to prove competency or skill. This could mean a traditional assessment, generate a product, perform a task, or a self assessment and reflection. The third and final stage is developing and teaching the lesson. When constructing the lesson the instructor should ask: Answering these questions will insure your lesson meets the predetermined criteria and meets long term goals.
 * “What enabling knowledge (facts, concepts, and principles) and skills( procedures) will students need to perform effectively and achieve desired results?
 * What activities will equip students with the needed knowledge and skills?
 * What will need to be taught and coached, and how should it best be taught in light of performance goals?
 * What materials and resources are best suited to accomplish these goals?
 * Is the overall design coherent and effective?” (Digital Literacy)

Backwards Design provides a logical order to lesson planning. It makes the teacher focus on the end result. It begs the questions, if you are not planning using Backwards Design, then is your curriculum designed at random? I found this process to be somewhat obvious. Necessity is the mother of invention and one should always focus on what their end result should be. I always start with the concept I want to teach and then develop accordingly. As it was so straight forward, I found it difficult to write this summary in a “robust” fashion without repeating myself.


 * Works Cited:**

"Developing Goals and Objectives." //ETS Redirect//. Instructional Design Intensive Workshop. Web. 12 Nov. 2011. .

"Backward Design & Curriculum Mapping." //Greece Central School District//. Web. 12 Nov. 2011. .

"[Digital] Literacy | Backward Design Process." //[Digital] Literacy | Welcome//. Web. 12 Nov. 2011. .


 * Sample Backwards Designed Lesson:**


 * **Chapter 6-7 Rise & Glory of Ancient Greece ** || **Dawn of Democracy ** ||
 * Student Expectations || **14.A.2 **Explain the importance of fundamental concepts expressed and implied in major documents including the Declaration of Independence, the United States Constitution and the Illinois Constitution.
 * 16.B.2b (W) **Describe the origins of Western political ideas and institutions (e.g. Greek democracy, Roman republic, Magna Carta and Common Law, the Enlightenment).


 * 16.B.3a (W) **Compare the political characteristics of Greek and Roman civilizations with non-Western civilizations, including the early Han dynasty and Gupta empire, between 500 BCE and 500 CE ||
 * Essential (Guiding) Questions || * How did Cleisthenes help to establish democracy in Athens?
 * What effect did the people of Athens have on the establishment of democracy?
 * What influences did prior rulers have on the establishment of democracy?
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">What were the principles to which Athenian democracy founded?
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">What safeguards where set in place to protect democracy in Athens and keep individuals from becoming too powerful?
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">How does Athenian democracy compare to our one government? ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Assessment || <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">The students will write a five paragraph essay that answers the essential questions:
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">How did Cleisthenes help to establish democracy in Athens?
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">What effect did the people of Athens have on the establishment of democracy?
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">What influences did prior rulers have on the establishment of democracy?
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">What were the principles to which Athenian democracy founded?
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">What safeguards where set in place to protect democracy in Athens and keep individuals from becoming too powerful?
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">How does Athenian democracy compare to our one government?

<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Essay will be graded using the following rubric: [] ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Learning and Teaching Activities ** ||  ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Introductory Activity || <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Students will be asked to write a response to the following questions: What is ostracism? Why do you think the Greeks would expel their most popular or powerful person for ten years? ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Instructional Activities || <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">The students will watch excerpts of the PBS Documentary: The Greeks: Crucible of Civilization and visit the companion website for clues and research for the answers to their essential questions. [] The students may have to visit other websites to complete their research using preferred internet search engines. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Assessment Activities || <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">[] ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Student Product || **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Introduction: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;"> Athens is the birthplace of democracy. It was developed by the strong will of the people and the forethought of a young noble that allowed for this triumph of the human condition to occur. I will discuss the establishment of Athenian democracy, how it was preserved and how it compares to our own system of government.


 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Establishment of Athenian Democracy: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;"> Life in the 6th century in Athens was harsh. Powerful nobles and tyrannical leaders abuse power and the people of Greece. This tyranny led to a Greek uprising. The people took control of the government. Cleisthenes was a member of the family in power. He assumed control of Athens. Cleisthenes could have kept Athens for himself but made the decision to disband the nobles and give power to the people in the form of democracy.


 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">The Protection of Greek Democracy: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;"> To the Greeks, democracy was very important. The great Greek orator, Pericles believed that Athens was the model of the Aegean Sea. The Athenians did not want someone to become too powerful. They would vote each year using an Ostrika, or a spare bit of pottery in which the name of a powerful Athenian would be inscribed. When the vote was taken, the “ostracized” would be cast out of Athens and not allowed to return for ten years. This preserve the democracy by not letting an individual become too powerful in the government.


 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Comparisons to modern democracy: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;"> Athenian democracy became very complex. Debates would last for long periods of time, sometimes with little result. Upon the founding of the United States, the Constitutional Convention established our government as a democratic republic. All citizens could vote for their representative who is charged to serve as their proxy and forward their interests. In our government we also have the ability to remove our representatives in the next election or by legal means in the case of impropriety.


 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Conclusion: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;"> Athenian democracy is the foundation of our system of government. Without the work of Cleisthenes and others, our country would not exist. We can thank our Greek ancestors for our voice and our freedoms. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Extension || <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Assessments for special needs students can be given and delivered orally. ||