ppt课件-u s i n g b a c k w a r d d e s i g n f o r u n i t a n d l e s s o n p l a n s（u s i n g b c k w a r d d e s i g n f o r u n i t n d l e s s o n p l n s）.pptVIP

USING BACKWARD DESIGN FOR UNIT AND LESSON PLANS * Based on the thinking that if everyone has a clear picture of where they are going before they start, it will be easier for everyone to get there. BACKWARD DESIGN AND THE SPECIAL NEEDS STUDENT Frequent reminders about goals and expectations often helps students with special learning needs to stay connected to the classroom agenda. All students will benefit from this, but, for the student with special needs, it is often the lifeline that keeps them on track. WHERE DO I START? Start with the end in mind; design around the task you will have students do to demonstrate their learning; this is often called the CULMINATING TASK Letting students know what the culminating task will be at the outset of the unit can help sustain focus ( age appropriately) BACKWARD DESIGN COMPONENTS IDENTIFY: * overall expectations * specific expectations * assessment strategies (ongoing and culminating) * resources * timeline * general notes about strategies ( specifics will be identified as you develop each unit) CULMINATING TASKS SHOULD… Address what students should know and be able to do as a reflection of the OVERALL EXPECTATIONS. Designed to allow assessment of the 4 areas identified in the achievement charts (i.e., understanding concepts, inquiry and design skills, communication of knowledge, relating new learning to the outside world). Integrate learning from other subject areas to the greatest extent possible. * *