Understanding by Design Grant Wiggins and Jay Mc Tighe
We offer guidance on how to tackle any educational design problem
related to the goal of student understanding we help you better focus on how to achieve understanding of the important ideas (big ideas) that you target. Backward Design 1. Teachers are designers 2. Why backwards is best. 3. The 3 Stages Teachers are Designers We design Curriculum, Learning Experiences, Assessments Students/ Client/ Audience To make learning more effective. Who? Why? PYP curriculum model, Scope and sequences, 5 essential elements. Our students needs: interests, developmental stages, class sizes, background knowledge. We are quick to say what things we like to teach, what activities we want to do, what resources we will use, but without clarifying the desired result how will we ever know whether our designs are appropriate or arbitrary? Focused on the desired RESULTS. How will we distinguish Interesting from Effective learning? All about the PURPOSE. What guides our designs? Good designs are? Why Backwards is Best. Shift in thinking To: The learning sough and the evidence of such learning.
The results we want. Learning Output What will the learner need to achieve the required goals? From: Learning Activities The methods The books The content we want Teaching Input What materials and activities will I teach? If there is not a purpose work becomes confusing and frustrating. Topic: Prejudice Resource: Book Method: Discussion Quiz But what was the purpose for reading the book? We can fall into Activity fun: The purpose is lost Coverage: textbooks, cover an amount of topics. 1. No clear purpose frames the learning experiences 2. Students cant answer questions like: What is the point? What is the Big Idea? What does this help us understand or do? What is this related to? Why should we learn this? Goals (Big Ideas) Evidence (Assessment) Learning experiences The 2 Sins: Clear Progression: The 3 stages of Backwards Design IB Planner step 1 and 2 Set Goals (Central Idea) Review curriculum expectations (transdisciplinary themes) Make choices (less is more) (Concepts, Related Concepts and lines of inquiry IB Planner Step 1 and 3 How will we know if students have achieved the desired results. The evidence. Pre-assessments (what they already know) IB Planner Step 4 What knowledge and skills will students need to achieve the desired results. The 5 essential elements needed to achieve the desired results.
[18476228 - Organization, Technology and Management in Construction_ an International Journal] Adaptive Reuse_ an Innovative Approach for Generating Sustainable Values for Historic Buildings in Developing Countries