What do you want your students to know and be able to do by the end of a unit of instruction, class, program of study…? How do you identify learning goals? Do the activities you assign actually help students meet those goals?
Watch this video lecture (2:46 minutes)
[MSU Graduate School]. (Aug. 26,2013). What is Backward Design?.[Video File]. Retrieved from youtu.be/DTxnTNXPK3g
The three main areas of the unit plan
Identified Desired Results
To what extent are the targeted enduring understanding transferable, specific enough to guide teaching and assessment and framed by provocative essential question?
To what extent do the assessments provide valid and reliable measures of the targeted understanding, opportunities for students to exhibit their understanding through authentic performance assessments, sufficient and varied information to support inferences about each student’s understanding?
Planning Learning Experiences and Instruction
To what extent do the brainstormed sequence of the main activities in the unit include instructional materials and resources for the selected content, the instructional strategies to engage, motivate, and support students, and the activities that students will perform to become more skilled and knowledgeable about the enduring understandings and specific content.