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In preparing to teach, teachers use the knowledge of students, learning needs, assets, and curricular materials to plan for a lesson. Depending on the curricular materials for the content, teachers may have to create or modify materials to include objectives, activities, formative assessments, groups, differentiation, and the release of responsibility to students. These should be evident in a lesson plan and through discussion.
Guiding Questions
Guiding Questions
What do I want students to know and be able to do at the end of a unit and lesson?
How will I teach and give students time to practice using these knew skills and knowledge?
How will I measure students' mastery of this new learning?
Have you ever planned a series of lessons that you thought went really well only for your students to perform poorly on an assessment of the information you thought they had learned?
The problem may not lie in what activities you planned, but in how and why you planned them and the extent to which the assessment measures what you taught.
Backward planning/design is an approach to instructional design that starts with identifying the target skills, concepts, and content that you want students to understand and be able to use.
The three key steps of backward planning are:
The three key steps of backward planning are:
Use content and skill standards to identify the learning outcomes you hope to achieve.
Design an assessment or series of assessments to measure that learning
Plan lessons and activities designed to progressively develop (through intentional practice) the skills and content knowledge students will need to succeed on the assessment.
This step includes scaffolding materials and differentiating instruction to meet the different instructional needs of the students in your classroom
Backwards planning template: UBD template
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