1

Heather Spenser
Module 506
2/10/2017

EDUG 506 Subject Matter Standards & Applications

Module Assessment

Directions:
1) Summarize how to write a lesson based on Wiggins and McTighes Backwards
Design. Provide an example of each stage. Which TPE does it show evidence of?
Explain the TPE connection.

Stage one of Wiggins and McTighes Backwards Design is identifying desired results. An

example of stage one is determining the Common Core and ELD standard you want your

students to meet. Then you come up with your learning objective based on the specific standards.

Stage two of Backwards Design is determine acceptable evidence. An example of stage two is

deciding what types of assessments (both formative and summative) will help you determine

whether the students are meeting the standards chosen first, and achieving your desired results.

Stage three of Backwards Design is plan learning experiences and instruction. An example of

stage three would be forming the actual lesson that will get the students to meet the standard set

out in the beginning of planning. This concept is important because it helps ensure that the lesson

remains focused on the standards. As teachers, we must have each lesson meet a specific

standard at all times. TPE 5.1 refers to applying knowledge of the purposes, characteristics, and

appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress-

monitoring, formative, summative, and performance) to design and administer classroom

assessments (Teaching Performance Expectations (TPEs) Adopted June 2016). This TPE is

connected to Wiggins and McTighes Backwards Design because in step two it focuses on

determining different assessments in order to make sure students are meeting the standard which

is very important in the expectations of a teacher.

 2

2) Then, choose 1 addition concept or module activities/reading from below, provide a

classroom example, and explain how they deepen your understanding of the
following TPEs:

TPE 3: Understanding and Organizing Subject Matter for Student Learning

TPE 4: Planning Instruction and Designing Learning Experiences for All Students

Common Core ELA standards

Hesss Cognitive Rigor Matrix Blooms Taxonomy/Webbs DOK
P21 or 21st Century Skills (Burden & Byrd, Ch. 3; graphic organizer)
The importance of instructional planning (Burden & Byrd, Ch. 3)
CA ELD standards
Chapter 4 Burden & Byrd (Writing Behavioral and Descriptive Objectives)
ELD Framework Chapter 2/Snapshots & Vignettes

According to Burden and Byrd, 21st century skills are generally used to refer to certain

core competencies such as collaboration, digital literacy, critical thinking, and problem solving

(p. 70, 2016). In addition, 21st century skills can also prepare students for effective life and

career skills in the community. For instance, having integrity and ethical behavior is important

for students to learn in the classroom. A classroom lesson teaching 21st century skills can be a

lesson about understanding feelings. A first-grade class learns how to read within the context of

a story and nonverbal communication in illustrations in order to determine the feelings of the

main character. The students will read a story, have a class discussion, and pair share to fill out a

worksheet. The students will complete the worksheet with feelings expressed by the main

character, the evidence or examples from the story for each feeling, and a drawing of what the

feeling looks like to them personally. It is important for students to understand empathy for

others and be able to see if someone around them is sad, angry, happy, nervous, etc. Once they

have acquired these skills, students can learn when to have compassion for others and

demonstrate ethical behavior in the community.

 3

In addition, this classroom example shows evidence of TPE 3.3, Plan, design,

implement, and monitor instruction consistent with current subject-specific pedagogy in the

content areas of instruction, and design and implement disciplinary and cross-disciplinary

learning sequences, including integrating the visual and performing arts as applicable to the

discipline (Teaching Performance Expectations (TPEs) Adopted June 2016). This lesson

focuses on understanding a characters feelings in text as well as engaging the arts by having the

students illustrate the feeling and what it means to them. Using multiple means of representation

gives the students another outlet to solidify their knowledge. The example also reinforces TPE

4.8 Use digital tools and learning technologies across learning environments as appropriate to

create new content and provide personalized and integrated technology-rich lessons to engage

students in learning, promote digital literacy, and offer students multiple means to demonstrate

their learning (Teaching Performance Expectations (TPEs) Adopted June 2016). This TPE

relates to the lesson because it uses multiple means for students to demonstrate their knowledge.

Students will write on the worksheet, hold dialogue with peers during pair share, and draw the

feelings to give themselves a visual to apply to the concept. All these activities can help a

variety of students who have different learning styles and prefer different means of expressing

themselves.

References:

Burden, P.R., & Byrd, D.M. (2016). Methods for effective teaching: Meeting the needs of all

students (7th ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Teaching Performance Expectations: California Standards for the Teaching Profession. June

2016).