A Planning Sequence (collaborative backward design)

1. A Planning Sequence(collaborative backward design) Apply INQUIRY to the standards and content… Three Inquiry Questions Do the answers yield evidence of meeting the standards at high levels? Standardscommunicated through “topics”(source: Curr. Guides) “Conceptualize” standards using Key/Related Concepts “Contextualize” standards (and content) using Global ContextsSTATEMENT of INQUIRY is a pretty good way to do this… State your intentions in student-friendly language through a 1-page overview to give at start of unit Develop a PERFORMANCE and evaluation criteria that will demonstrate Conceptual Understanding and place the new learning into Context (IB Summative Task)Great if it also requires an ATL as well!!! Work backward from the Summative Task to craft “checkpoints” of learning activities and formative assessments that will yield EVIDENCE of progress(sources: collaborative tasks, common district tasks)

2. A Teaching Sequence Review of intentions (especially success criteria) THE LAUNCH – Students hooked into new learning (provocative demonstration, media, ill-structured challenge, etc.) Begin sequence of learning activities with frequent feedback and opportunities for improvement Reflect as a class on the Unit experience and adjust practices as necessary Work with collaborating partner(s) frequently to assess student work and to craft approaches when interventions (and extensions!) are necessary…and then DELIVER! (HLC, Groups, etc) DATA TEAMS Allow ample time for summative demonstrations with expectations for feedback Make sure students have an opportunity to “get on the stage” prior to the summative task. Consider incremental work toward summative task.