backwards design pedagogy for standards-based education (sbe) carmen riedlinger, our lady of holy...

Backwards Design Pedagogy

for

Standards-Based Education (SBE)Carmen Riedlinger,

Our Lady of Holy Cross College

criedlinger@olhcc.edu

BEGIN WITH THE END IN MIND.

WHY??

Honor the old; bring in the new.

Content standards are of little value as a guide for teaching and best practice unless our assessments are closely aligned with the standards.

It’s about CHANGE.

TraditionalTable of

contentsInstructionAssessment

Backwards Design

StandardsAssessment

sInstruction

What are the Backwards Design steps?

1. Analysis of standard/benchmarks (or use state grade-level expectations).

2. Develop the assessment task.

3. Development of a scoring guide.

4. Design of curriculum.

5. Planning of instructional strategies.

6. Delivery of instruction.

7. Administering assessment.

8. Evaluate/refine your 8-step process.

Have your teachers had trouble determining exactly what a standard or a benchmark is saying?

Then they are not alone.

Louisiana Resources Past…very good

documents to help teachers begin the deciphering…SAGEDeep in Math, LINCS Science Performance Expectations.

Future…In light of NCLB…La. needed K-12 Grade Level Expectations.

Hired EDC; brought together teachers, wrote, recommended a draft, need approval, etc.

We can hope that this fall, or soon thereafter, all LA. schools will have K-12 grade level expectations for their teachers to specifically pinpoint what students should know and be able to do according to NCLB standards.

#1. Analysis of Standard/Benchmark

Purpose: to promote the collegial conversation about the meaning of standards and benchmarks that result in

consensus on the knowledge, skills, relevance of standards and benchmarks.

In the event that we don’t…

…the practice of analysis of standards and benchmarks is an excellent one promoting collegiality and deep understanding .

Analysis (cont’d.)Have teachers partner with a colleague

who teaches the same subject or grade level.

Go to the math (or ELA or Science) content standards. www.doe.state.la.us

Select a strand and then a standard/benchmark.

Analysis (cont’d.)Focus on the benchmark.Silently, have them read it slowly.Now, look at/read the P1 form ( or their

own form) components.Fill in the benchmark you have chosen.Now begin the analysis by…

Analysis (cont’d.) …asking themselves, “What am I asking my

students to KNOW and to BE ABLE TO DO in this benchmark?

KNOW: nouns BE ABLE TO DO: verbs…notice the verbs

you are coming up with…where do they fall within Bloom’s Taxonomy?? Basic? Higher order?

Relevance…….important!

#2 Select Assessment Type

…and actually create the test before they begin Day One of instruction…they will clearly be more focused on what must be taught…

Option Two…Question(s) -A-Day

test creation method

No more night-before test creation

crisis.

#2 Select Assessment TypeAsk themselves, “What is the best way

for students to demonstrate what they know and can do?

Paper and pencil test?Graph? Portfolio work? Song?Chart? Multiple choice questions?Oral explanation? Drawing?

A few types of assessments

Multiple ChoiceEnhanced Multiple ChoiceJustified Multiple ChoiceConstructed ResponseOpen-endedPerformance Assessments

#3 Develop Scoring GuidePurpose? To provide clear descriptors about how performance will be judged.

Their grading will be more reliable.

#3 Develop Scoring Guide …the chart type which includes ranges such

as Advanced Proficient, Proficient, Partially Proficient or Basic.

…or…because TIME is eternally a problem,,, BORROW, BORROW,

BORROW, BORROW! http://www.teach-nology.com/ Then Teacher Tools, go to Rubric

Generators, scroll to Math Rubric Generator.

#3 Develop Scoring GuideSpend time with teachers exploring the

teAch-nology

site for ideas for their classroom.Rubric sites to explore… rubistar.4teachers.org

www.rubric.com www. TeAch-nology.com

#4 Design of Curriculum

Purpose: To align curriculum with

each of the standards/benchmarks which they are using.

MAKING CONNECTIONSVERY HIGH QUALITY PLANNING

WELL-DESIGNED (except that the placement of the assessment writing should be up front as per Backwards Design)

#5 Planning of Instruction

How will they teach this standard?

STRATEGIES…e.g., cooperative learning?

Think-pair-share?mind mapping? manipulatives?

jigsaw? lecture?

#5 PLANNING NSTRUCTION

TACTICS…Four Corners?

Fish Bone Diagram?Inside/Outside Circles?

Venn Diagram?Numbered Heads?

Beyond MonetBy ……Carol Rolheiser & Barry Bennet

OISE, University of Toronto with Michael Fullan

#6 Delivery of Instruction

TEACH!

#7 Delivery of Assessment

TEST!(don’t forget to vary the type!)

#8 Refine your 8-step Process

Encourage teachers to be reflective practitioners. Step back and look at how they planned.

Did it work well? Did the students learn? How did they score? What could you have done better or in a different manner? Add a pre-test next time?

Bottom line….Backwards Design Pedagogy is a method

of approaching standards-based education (SBE) which forces us as teachers to focus on our standards so much so that we complete our assessments before we begin instruction, thereby keeping the assessment foremost in our minds as we teach our students what they should know and be able to do to become productive citizens in society.

In the literature…

G. WigginsJ. McTigheR.Stiggins

www.mcrel.org

Backwards Design

Begin with the

end in mind

It’s about CHANGE.

TraditionalTable of

contentsInstructionAssessment

Backwards Design

StandardsAssessment

sInstruction

Backwards Design

I’d be happy to be of help if you’d like…Carmen Schexnaildre Riedlinger

Education DepartmentOur Lady of Holy Cross College

New Orleans(504) 398-2122