(Backward Planning/
Teaching For Understanding)
We will be using the backward design process for curriculum design. The process consists of three stages. In stage 1, you will work to identify the desired results by answering the questions: What should students know, understand, and be able to do? What content is worthy of understanding? What essential questions will be explored? In stage 2, you will focus on assessments by determining how you will know if students have achieved the desired results and determining the evidence that would indicated understanding, proficiency, and mastery. Finally, in stage 3, you will construct the learning activities that might guide students toward the learning goals you have determined. Wiggins and McTighe (2004) developed a planning template which will guide you through these stages (Tomlinson & McTighe, 2006, pp. 30–31, Blythe, Chapter 8).
(Final Draft of Blythe Teaching For Understanding: March 7, 2015)
(Second Draft of Blythe Teaching for Understanding: February 10, 2015)
(Feedback from Andy on February 13th at 5:42AM)
Anna, Great understandings! I look forward to seeing your understanding performances and ongoing assessments. Let me know when you have added them. Andy
(Initial Draft of Blythe Teaching for Understanding: February 3, 2015)
The UBD template pictured below was the first draft that I worked on during seminar with my cohort-mate, Jaimie. It took a surprisingly long time (and a lengthy conversation) to come up with those initial overarching understanding goals. As you can see, I still didn't have an idea about what my generative topic was going to be.