I always thought Backward Design could be defined as "starting with the end in mind". I believed that it had to do with creating assessments first, and then planning lessons and activities that would help students to meet those performance standards and do well on the test. While I've always felt this was the most logical approach to teaching, there still is criticism toward "teaching to the test" and coverage-focused teaching.
As a district 6th grade Social Studies team, we have done pretty well in designing a course curriculum map using backward design. We began with the Utah State Core and the National Council for the Social Studies (NCSS) Standards and from there, designed District Benchmark Tests. (DWSBA's) Individual teachers are given the flexibility, with guidance from the District Curriculum Map, to plan lessons and activities that would help students reach the learning objectives outlined in the standards and perform well on the DWSBA's.
Aside from district assessments, I have done well using backward design in some of my units, but not all. There are some where I want to plan fun, engaging lessons and activities... and then create an end-of-unit assessment based on what I have taught. I need to do better about aligning to learning objectives and collecting better evidence that my students have reached those objectives. This is something my IPLC partner and I need to look at this school year. Redesigning of some units may need to happen.
As a district 6th grade Social Studies team, we have done pretty well in designing a course curriculum map using backward design. We began with the Utah State Core and the National Council for the Social Studies (NCSS) Standards and from there, designed District Benchmark Tests. (DWSBA's) Individual teachers are given the flexibility, with guidance from the District Curriculum Map, to plan lessons and activities that would help students reach the learning objectives outlined in the standards and perform well on the DWSBA's.
Aside from district assessments, I have done well using backward design in some of my units, but not all. There are some where I want to plan fun, engaging lessons and activities... and then create an end-of-unit assessment based on what I have taught. I need to do better about aligning to learning objectives and collecting better evidence that my students have reached those objectives. This is something my IPLC partner and I need to look at this school year. Redesigning of some units may need to happen.