Understanding by
Design
Backward Design
McTighe & Wiggins
GOALS
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To understand the “big idea” of
planning through Backward
Design by McTighe & Wiggins
To explore the 3 steps of
Backward Design
To apply the 3 steps to a unit of
study in your program
To co-plan a unit for
implementation
WHERE ARE WE?
How do we make sense of it all?
PUTTING THE PIECES
TOGETHER
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SMART Goals
The SEF
System Assessments
Literacy
Numeracy
Technology
Assessment For Leaning
ETC…
Our Experience with
Planning
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Activity-Focused Teaching
Coverage-Focused Teaching
“Teach, test, and hope for the
best!”
What are the explicit big ideas
that are guiding our teaching?
What is the plan for ensuring
learning?
WE ARE ALL DESIGNERS!
Starting with the end in mind!
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Where in our current reality do
we already plan using Backward
Design?
3 Steps:
1) Identify Desired Results
2) Determine Assessment
Evidence
3) Plan Learning Experiences
The Heart of the Matter
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“How do we make it more likely
– by our design – that more
students really understand what
they are asked to learn?”
To Understand Means ….
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To make connections
To use, transfer and apply
To really get it
To explain, interpret, apply, see
other perspectives, demonstrate
empathy, think about one’s
thinking
To focus on big ideas
STEP 1 – PLANNING FOR
THE DESIRED RESULTS
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What do we expect our students
to understand, know and do?
(DuFour)
The 3 parts of step 1 include:
Enduring Understandings
Essential Questions
Knowledge/Skills
LOGICALLY…..
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If the desired result is for
students to understand that …
and consider the questions …
Then, you need evidence of the
students’ ability to (K/S) …
Then, the tasks to be assessed
need to include …
Then, the learning activities
need to help students to …
ENDURING UNDERSTANDINGS
Students will understand that …
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Involves the Big Ideas that give
meaning and importance to
facts
Can transfer to other topics and
fields of study (connections)
Is usually not obvious and easily
misunderstood
ENDURING UNDERSTANDINGS
Students will understand that …
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Justifies the use of a skill
Is a specific insight that is
inferred from a topic of study
Big Idea – goes beyond discrete
facts or skills to focus on larger
concepts, principles or
processes.
TIPS
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Use the response stem –
Students will understand that …
Consider the questions in the
arrow
See ONTARIO Revised Science
Curriculum as excellent
examples of Big Ideas
EXAMPLE – GR. 3 SCIENCE
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Strand: Understanding Life
Systems
Topic: Growth & Changes in
Plants
Big Idea: Plants are important to
the planet
Enduring Understanding: Our
choices and actions can help
and/or harm the environment
ESSENTIAL QUESTIONS
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Have no simple “right” answer;
they are meant to be argued
Are designed to provoke and
sustain student inquiry, while
focusing learning and final
performances
Often address the conceptual
foundation of a discipline
ESSENTIAL QUESTIONS
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Raise other important questions
Naturally and appropriately
recur
Stimulate vital, ongoing,
rethinking of big ideas,
assumptions and prior lessons
No more than 2-3 questions
should be created
ESSENTIAL QUESTIONS
Example – Gr. 3 Science
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How do plants survive in harsh
or changing environments?
How does conflict between
humans and nature affect
plants?
KNOWLEDGE & SKILLS
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K – Students will know …..
S – Students will be able to …..
What key knowledge and skills
will students acquire as a result
of this unit?
What should students be able to
do as result of such knowledge
and skill?
Cluster ON Curr. expectations
LOGICALLY…..
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If the desired result is for
students to understand that …
and consider the questions …
Then, you need evidence of the
students’ ability to (K/S) …
Then, the tasks to be assessed
need to include …
Then, the learning activities
need to help students to …
STEP 2 - ASSESSMENT
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Culminating Task – through
what authentic performance task
will students demonstrate the
desired understandings?
Consider: explain, interpret,
apply, see from different points
of view, empathize with, reflect
on
CULMINATING TASK
EXAMPLE – GR. 3 SCIENCE
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In pairs, you will assume a role
and present an oral report on
how your point of view affects
plants.
Roles: Home Builder, Nursery
Owner, Biologist, Police,
Naturalist (Ptbo. Green-Up),
Doctor, City Council
CULMINATING TASK
EXAMPLE – GR. 3 SCIENCE
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Develop levels 3-4 criteria for
the culminating task
STEP 2 - ASSESSMENT
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Other Evidence: Write, Say and
Do (Damien Cooper’s Work)
Know your Students: Plan for
necessary accommodations and
modifications
LOGICALLY…..
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If the desired result is for
students to understand that …
and consider the questions …
Then, you need evidence of the
students’ ability to (K/S) …
Then, the tasks to be assessed
need to include …
Then, the learning activities
need to help students to …
STEP 3 – LEARNING
EXPERIENCES
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What do the students need to
know and be able to do in
preparation for the culminating
task:
Determine starting point – KWL
Develop Teaching-Learning
Cycle – What/How will I teach?
How will I differentiate?
How will I build in
metacognition?
OTHER
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The unit is about 3-6 weeks in
length as it is specific and
precise.
Report card comments for a
subject and language are done
in advance of the unit.
You can now focus on the
teaching-learning as the
planning is done!
ENJOY!