Question or Topic: 

“We will be assessing in 2 and 2.5 in the upcoming weeks. We need to modify a 2.5 quiz for 2. And we need to make a quiz for 2.5. We are struggling with making our quizzes before teaching the lessons, so any suggestions about backward design for this would help.”

What:

The premise of backward design is simple: planning starts with the focus on the end product. As educators, we cannot decide which materials or methods to utilize during instruction until we have pinpointed specific concepts and skills we want our students to learn. By focusing on the required end result, backward design allows the educator to address what the student needs to learn and what data can be collected to show that the “end goal” has been achieved while thinking about how to ensure students learn effectively.

Why:

The process is logical – if teachers focus on the desired learning then the appropriate teaching methods will follow. With backward design, teachers shift their thinking from a content-focused design to a result-focused approach. In this way, the integration of different subject matter and the use of technology becomes organic in the design of the unit. Backward design focuses on the destination and then plans the route, rather than the other way around.

How/Resources:

• Backward Design - The Basics - The Cult of Pedagogy

• Common Assessment Team Protocol - Discussion at a PLC Meeting - Data Examination

  • This protocol is designed to help a teacher team quickly and efficiently discuss a common assessment. If each teacher reviews his or her own assessment data prior to the team meeting, then the team should be able to collectively complete this activity within a typical PLC meeting. 

    • 1. Which specific students did not demonstrate mastery of which specific standards? (Respond by the student, by the standard) 

    • 2. Which instructional practices proved to be most effective? 

    • 3. What patterns can we identify from the students' mistakes? 

    • 4. How can we improve this assessment? 

    • 5. What interventions are needed to provide failed students additional time and support? 

    • 6. How will we extend learning for students who have mastered the standard(s)? 

  • There are three Essential Questions teams need to ask themselves when creating our Common Assessments: 

    • 1) Have we created common assessments that measure student mastery of each essential standard? 

    • 2) Do we compare results to identify the most effective teaching strategies for our students? 

    • 3) Do we use this information to guide our interventions?  

• Assisting Students Struggling with Mathematics - WWC (What Works Clearinghouse)