Backward+Design+Backward+Planning+Approach


 * __Backward Design/Backward Planning Approach__**

__Description of Approach__: ﻿ ﻿True to its name, Backward Planning starts and the end and works to the beginning. This approach begins with an examination of the desired results, addressing the question of "what do you want your students to have mastered?" This includes content, values, attitudes, learning behaviors, skills, etc. Once this is established, the teacher determines which activities best suit the goals of mastering the material. Then, the teacher determines what should be taught and how and via which materials. At some point, an alignment with standards takes place, as well as an examination of how the curriculum goals/objectives mesh with the school's mission. (From Ornstein, A. C. & Hunkins, F. P. (2009). Curriculum Development. In //Curriculum: Foundations, principles, and issues//, pp. 211-248. Boston: Pearson.) __Informational Resources__: Jorgensen, C. M. (1995). Essential questions-﻿ -inclusive answers. //Educational Leadership 52//(4). pp. 52-55. Pitner, S. (2009, Jun 28). Curriculum planning with backward design [web page]. Retrieved from [] Tomlinson, C.A., & McTighe, J. //(//2006). //Integrating differentiated instruction & understanding by design: Connecting content and kids.// Alexandra, VA: ASCD. __Strategies and Ideas for Implementation__: Carving out time for teachers to work on planning is essential. Some schools may choose to do this throughout the year, so teachers are continually evaluating and reevaluating their curriculum with an eye toward what was an essential question and what was an enduring understanding, so that the following year's curriculum has a real-life starting point based on a previous year's experience. Other schools may dedicate a week in the summer (perhaps with a stipend) for teachers to meet in small groups and plot out objectives, aims, standards, assessments, and enduring understandings/essential questions. (My current school did a combination. For the first year, we recaptured what had happened in our classrooms and applied essential questions to what had taken place; then, in the summer, we met and hammered out the rest of the criteria. Now, each year we just need to tweak and revise.) Description ﻿Choose the rationale that is most productive. Why are you teaching the material? What's the outcome you desire? How does this outcome relate to what you'll teach tomorrow and to what your students need to have learned to be ready for the fourth or eighth or tenth grade?

Begin with the end
 * 1) Refine and perfect the objective based on the degree the objective was mastered the day before.
 * 2) Plan a short daily assessment that will determine if the objective was mastered.
 * 3) Plan the activity, sequence of activities that will lead to the mastewry of the objective.

Lemov, D. (2010). //Teach like a champion: 49 techniques that put students on the path to college//. San Francisco, CA: Jossey-Bass