backwards design pedagogy for standards-based education (sbe) carmen riedlinger, our lady of holy...
TRANSCRIPT
Backwards Design Pedagogy
for
Standards-Based Education (SBE)Carmen Riedlinger,
Our Lady of Holy Cross College
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